Transcript Chap. 10 - Organizing and Administering Your Teaching

Rehearsal Organization
of
Seating Plans
-May change from year to year:
Because of numbers
Because of changes in the performance ability of band
Reflect slightly different sound from your ensemble
-Effects the balance and quality of the full ensemble tone.
-Seat common voices near each other.
Alto Sax : French Horn, Bass Clar. : Bari Sax : Bassoon, Euph : T-bone
Ten. Sax : Euph. , etc.
-Principal players are placed towards the center of the ensemble.
-Place trombones and trumpets according to the strngth of those sections and the kind
band sound that you prefer.
-Place tuba near tympani for strong fundamental pitch
-Flutes in the front row for better projection
-Keyboard percussion outside of the set up for better projection.
-Balance ensemble sound with more on the lower parts than higher parts.
Rehearsal Organization
Seating Plans
-Many band directors prefer the wind ensemble concept for their band. One on a part.
fig.10-7 pg 252.
-Flatter, facing forward setup. More direct sound at audience.
Auditions and Challenges
-Prepare for this with an already made audition form that all students know about.
-Only allow during a certain time period.
-Can be used as a check up for players. Do they know their parts. Fig 10-9 pg 253 and
254
-Challenges can be on-the-spot- challenge or anyone in the section on assigned days or
by
carefully prescribed procedures that allow students to challenge only one chair position
at a
time.
-One challenge system that a number of public school teachers use is to allow students to
challenge the next chair position after a performance assessment is completed, but not
within one or two weeks before a concert.
-Hear challenges at the very end of a rehearsal, before school, after school or during
lunch.
-Challenger goes first, alternating assigned materials.
Rehearsal Organization
Auditions and Challenges, con’t.
-use “blind” challenge system.
-Do not hold challenges in front of the band!
Assessment and Grades
-Take accurate class attendance and assigning grades are important tasks for any
teacher.
-You will need a system for marking attendance, and you must establish clear,
measureable
and realistic criteria for assigning grades.
-Any ambiguity in your plan to assign grades invites conflict and dissension in your
classes.
-First, a basic premise: It is a grade not a guess. Too many music teachers assign grades
solely on the basis of daily attendance, class behavior and performance attendance.
-Performance assessment procedure could be, releasing individuals in band to record
themselves playing their parts in a back practice room. Set up tape recorder and sign
in.
-Saves an enormous amount of time and you get the results you want.
-This technique can also be used for auditioning and challenges.
-Other items you might consider in determining student grades include a daily
performance
grade, regular instrument inspection grade, student self-evaluation, demerits,
Rehearsal Organization
Assessment and Grades
-Practice assignments. 1 hour a week, or 15min./day. Practice record signed by
parents.
-”Music minus one” or Smart Music, assessment on computer.
-Private Lessons to be in Wind Ensemble!
-Require one private lesson a week, either with band director or professional.
Technology in the music program
-Learn and use as much as you can.
-www.Lentines.com
-www.pyware.com
-www.jwpepper.com
Teaching away from your expertise
-Can and may happen along your lifetime.
-Don’t try to “fake it” Take time to learn the teaching strategies and playing techniques
that will make you a better teacher and your students better musician.