Lessons Learned: Listening

One of my biggest frustrations as a band director is students playing their instruments but not actually listening. "Band Hero". Once I push a button/make the sound, I'm no longer responsible.  Listening to each other, listening to feedback, LISTENING to the information around you to derive the information we need to really learn, adapt, and be highly sensitive in our music making. This simple level of awareness is at the root of so many ensemble problems: Balance. Intonation. Matching styles. The list could go on and on.

I noticed something while observing one of the student led rehearsals and taking notes on their rehearsal process:

[Scene: Student-Led Rehearsal]

Ensemble plays through excerpt/piece.

Ensemble stops playing.

Ensemble members raise hands as moderator asks "what did you think?"

[/Scene]

WAIT. STOP. There was no turn and talk. There was no checking phone notifications. there was no sneaking of homework being completed while other sections were working. Everyone was engaged in the rehearsal process. Seriously.

And then it hit me: When what I'm hearing from the podium is the only "listening" that's going on, no wonder my kids are listening at the level I know they can. It took my kids running their student led rehearsals for me to realize what a huge disservice I have been doing them by not actually requiring them to listen as much as I would like for them to.

Although I deeply believe it, this idea never struck me quite in this way before: If I REALLY want my students to take ownership of their music, become independent thinking musicians, and stay engaged in the rehearsal process, I need to find ways to involve their listening skills and not just their playing skills. What we do is truly a team effort, and belongs first and foremost to the musicians whom I am serving and directing. The next logical step then if I really want my kids to listen more is to also honor their voices and ears in the context of rehearsal so they know their voices and ears are trustworthy. That they can trust their ears whether or not I am in the room. I need to adjust my role so that students are more responsible for "driving their own cars" instead of "riding passenger in mine".

So what have I learned so far from observing my students and how am I adapting my teaching?

• Instead of immediately giving students my feedback after a cut-off, I start by asking "what did you hear?" This has been putting more responsibility on students to need to listen to their playing as well as forming an opinion/standard. It also gives me the opportunity to assess what exactly my students are aware of/hearing, and what directions their ears may need more guidance. It also helps them validate their listening because we are able to go back and address any issues they bring forward. 

• Another listening technique I've started using more of in recent days is "Band Mad-Libs". I start with a prompt and then in rapid fire form ask them to fill in the blank. Some of my prompts have included: "That sounded _______." Or "We can make this better by __________." 

• I'm waiting longer to speak after a cut off. I've noticed a number of positive things coming from this: we are all more conscious of how phrases/endings sound as we are listening to them more, and the extra few seconds allows myself and students the opportunity to collect our thoughts before prompting for feedback.

• Disagreement is OK. Not every student/director or every ear is going to agree. But having a wide variety of perspectives gives myself and the other students in the valuable feedback in and of itself as to who can hear what, where individual standards lie, and encourages deeper listening. Disagreement doesn't have to freeze progress; in fact, sometimes it's the very thing that fuels it.