So what have I learned from all this? How will this effect me and my teaching? Probably more than I can begin to summarize here, but I'll take a shot with some of the main changes I've observed and acted upon since we began our Student-Led Rehearsal experience...
Do you hear what I hear?
Observing our student-led rehearsals has helped highlight for me some of the things I would like to emphasize more moving forward; Listening, especially. When students have something they are listening for, they are rehearsing at their best. We just need to work together so students always know what exactly it is they are listening for. And listening for the full package, not just "dynamics" or "rhythm" or any other singular musical concept. After all, if we don't like what we hear, then why are we doing it? This isn't "band hero". It shouldn't be about "making it right", it should be about making something beautiful. It isn't enough to push the right buttons at the right time. We have to help our students connect with what they are creating. Some groups will need more guidance than others-- some students may need to drive the Ford Focus before they drive the Maserati-- but providing that guidance and coaching their ears to hear those details so they can better shape their music is at the heart of our craft.
We can choose to let our mistakes grow us or define us.
As much as the kids have struggled at times, I've also had my fair share of struggles with our experience. It's not always been easy stepping off the podium. Letting go of the rehearsals has proven to be quite the "trust fall"; scary, but huge for nurturing the trust we need for truly effective music making.
One of the biggest blunders of mine happened right before our concert: the day before we performed, I opened the floor for students to call out sections/excerpts they would like to rehash, review, and polish before performing. So when I asked one ensemble if they wanted to work on their student led piece at all and they said no, I lost it and laid the shame on thick. "I can't believe I'm hearing this...I'm so disappointed you don't think it would be valuable to touch this piece at all today, when we perform it tomorrow."
I felt terrible the moment the words left my mouth. Even if I didn't agree with the decision they reached as a group, the way I chose to voice my disagreement was filled with all the things that tear down a team rather than bring them up. Here I am, preaching the need for trust and respect across the board, and then at one of the most vulnerable times right before a performance when I ask them for their thoughts and priorities, my words spread disdain and judgement. Hypocrisy is one of my biggest pet peeves, and here I am, playing the hypocrite. Ugh. It was definitely a human moment, a big mistake. A teachable moment for them became a teachable moment for me.
Can you hear me now?
I've re-learned how effective it can be to just have individuals and small groups play out/together; not only for the rest of the ensemble to hear the other parts, but so that those playing can better hear issues with notes, style, tone, etc and fix them without me even needing to say a word. Calling students to play out of context is not and should not be a punishment "because something is wrong"... rather, Sometimes we just need to create the environment for them to better hear themselves so they can make the fixes on their own. There is independent musicianship in that experience too, if we invite students to play individually, in sections, etc. so that they can hear as well as be heard. (This is a goal for the next time we do student led rehearsals, is to help students become comfortable enough to ask others to play their parts for one another.)
Sharpen the Lens
Stepping off the podium has given me more time to process; where exactly students are at, what they are understanding, where they could use more support, brainstorming ideas to help them in the moment, as well as the space to listen to them more intently without a score or baton in the way. It helps me to step back and better assess and individualize for everyone within the large ensemble context. As a result, I've become more organized in my own lesson planning with specific goals, limiting the amount of time we spend on certain pieces so we can continue to make as much progress on all our pieces as possible, etc. The clearer my mental picture is, the better we communicate as a team and the more productive we can anticipate being with our time.
The Bottom Line
For something that was such a big risk, there was also certainly a big pay off. I won't pretend that every experience in our Student-Led Rehearsals was pretty, but there was an enormous amount of learning that happened across the board. There is so much to be gained from giving students the opportunity to shape their educational experiences. I can't wait to both take the lessons I've learned and use them as well as to hear where my students take their music from this point forward. The heightened levels of awareness alone have paved the way for all of us to make even more sensitive, nuanced, impactful music. We have our work cut out for us, but we have sharper goals, more defined direction, and renewed purpose.
There's going to be a lot of great music coming out of the Cougar Band Room in the new year- and I can't wait to be a part of and listen to all of it.
Do you hear what I hear?
Observing our student-led rehearsals has helped highlight for me some of the things I would like to emphasize more moving forward; Listening, especially. When students have something they are listening for, they are rehearsing at their best. We just need to work together so students always know what exactly it is they are listening for. And listening for the full package, not just "dynamics" or "rhythm" or any other singular musical concept. After all, if we don't like what we hear, then why are we doing it? This isn't "band hero". It shouldn't be about "making it right", it should be about making something beautiful. It isn't enough to push the right buttons at the right time. We have to help our students connect with what they are creating. Some groups will need more guidance than others-- some students may need to drive the Ford Focus before they drive the Maserati-- but providing that guidance and coaching their ears to hear those details so they can better shape their music is at the heart of our craft.
We can choose to let our mistakes grow us or define us.
As much as the kids have struggled at times, I've also had my fair share of struggles with our experience. It's not always been easy stepping off the podium. Letting go of the rehearsals has proven to be quite the "trust fall"; scary, but huge for nurturing the trust we need for truly effective music making.
One of the biggest blunders of mine happened right before our concert: the day before we performed, I opened the floor for students to call out sections/excerpts they would like to rehash, review, and polish before performing. So when I asked one ensemble if they wanted to work on their student led piece at all and they said no, I lost it and laid the shame on thick. "I can't believe I'm hearing this...I'm so disappointed you don't think it would be valuable to touch this piece at all today, when we perform it tomorrow."
I felt terrible the moment the words left my mouth. Even if I didn't agree with the decision they reached as a group, the way I chose to voice my disagreement was filled with all the things that tear down a team rather than bring them up. Here I am, preaching the need for trust and respect across the board, and then at one of the most vulnerable times right before a performance when I ask them for their thoughts and priorities, my words spread disdain and judgement. Hypocrisy is one of my biggest pet peeves, and here I am, playing the hypocrite. Ugh. It was definitely a human moment, a big mistake. A teachable moment for them became a teachable moment for me.
Can you hear me now?
I've re-learned how effective it can be to just have individuals and small groups play out/together; not only for the rest of the ensemble to hear the other parts, but so that those playing can better hear issues with notes, style, tone, etc and fix them without me even needing to say a word. Calling students to play out of context is not and should not be a punishment "because something is wrong"... rather, Sometimes we just need to create the environment for them to better hear themselves so they can make the fixes on their own. There is independent musicianship in that experience too, if we invite students to play individually, in sections, etc. so that they can hear as well as be heard. (This is a goal for the next time we do student led rehearsals, is to help students become comfortable enough to ask others to play their parts for one another.)
Sharpen the Lens
Stepping off the podium has given me more time to process; where exactly students are at, what they are understanding, where they could use more support, brainstorming ideas to help them in the moment, as well as the space to listen to them more intently without a score or baton in the way. It helps me to step back and better assess and individualize for everyone within the large ensemble context. As a result, I've become more organized in my own lesson planning with specific goals, limiting the amount of time we spend on certain pieces so we can continue to make as much progress on all our pieces as possible, etc. The clearer my mental picture is, the better we communicate as a team and the more productive we can anticipate being with our time.
The Bottom Line
For something that was such a big risk, there was also certainly a big pay off. I won't pretend that every experience in our Student-Led Rehearsals was pretty, but there was an enormous amount of learning that happened across the board. There is so much to be gained from giving students the opportunity to shape their educational experiences. I can't wait to both take the lessons I've learned and use them as well as to hear where my students take their music from this point forward. The heightened levels of awareness alone have paved the way for all of us to make even more sensitive, nuanced, impactful music. We have our work cut out for us, but we have sharper goals, more defined direction, and renewed purpose.
There's going to be a lot of great music coming out of the Cougar Band Room in the new year- and I can't wait to be a part of and listen to all of it.
This is awesome! I have really enjoyed reading about this process. I'm excited to hear more about it as the year progresses.
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