Transcript Chapter 7 – Performances and Programming

CHAPTER 7 – PERFORMANCES AND PROGRAMMING
The Performance Schedule
-A public performance is a kind of final exam for a performance group.
-Students demonstrate publicly their mastery and understanding of the music they
have been studying and rehearsing.
-Thorough preparation on the part of teacher and students is essential for
performance success.
-Performances by school instrumental music ensembles fall into several
categories:
Concerts
Festivals
Contests
Community Events(parades, veterans day, etc.)
School or athletic events
-Schedules for most of these are dictated to you, be mindful of those YOU schedule!
-Two to Three concerts a year.
Winter Concert/Holiday Concert (“Holiday” holes you to music)
Festival Concert(just before or after)
Spring Concert
“Pops Concert”
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
The Performance Schedule
-It is important that you consider whether the number of performance
responsibilities you require of students is appropriate.
-Are they necessary to the educational program?
-Are you keeping students and parents so busy they burn out?
-Is level of commitment too demanding that students choose other things to do?
A major issue in program schedule is ensuring that enough time is planned
between performances to allow adequate rehearsal time before the next
performance.
-Keep younger and inexperienced groups performances to a minimum to allow for
success.
-Start to map out next year’s schedule in the previous spring or winter.
-Be aware of other school events already on school calendar(musical, prom, SAT’s,
testing dates, senior trip, etc., etc.)
-Be aware of mid-week church night in your community and avoid scheduling
events on that day.
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Concerts Logistics and Concerns
Concert Attire
-One important performance issue is what to do if the ensemble does not have
uniforms. What would give the most uniform appearance at the least cost to
students and parents?
-Male students : White Long sleeved shirt, black dress pants, tie, black socks and
shoes.
-Female students: White Blouse(closed neck, long sleeves) , Black skirts (which can
be made by the students or parents)
Director Attire
-Male teachers: Black suit same tie as band? If ensemble has uniform, tux.
-Female teachers: Long Black dress, long sleeves.
Pre-Performance Routine
-Critical to the success of the ensemble. Plan well!
-Warm up spot
-Tune
-Maybe spot check
-Reminders of tempos, etc.
-PUT THE MEMBERS AT EASE!!!!! BIGGEST RESPONSIBILITY!!!!!
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Concerts Logistics and Concerns
-Plan Concert entrance carefully and practice it.
-Single file on? “Mob on”?
-Curtain on stage pulled or gym floor?
-Simple tuning once on stage.
-Remind your ensemble that their focus during a performance must be on the
conductor and music making.
-Do not locate family members and friends in audience!!!!!
-Teach proper stage and performance etiquette.
-Percussionists who don’t play may sit or leave stage area if appropriate.
-Percussionists should have perc stations all set up ahead of time.
-What is their “at rest” position?
-Remind of standing to accept audience applause, look at audience!
-Practice exiting stage if not final group.
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Concerts Logistics and Concerns
-Have a reception afterwards for ensemble members and audience.
-Can be sponsored by booster club or students themselves.
-Make sure all public performances are recorded with either video or audio.
Reminders for Conductors
-Enter stage after all on stage tuning is done.
-Enter quickly and confidently.
-Go to center stage before recognizing applause.
-Gesture to ensemble to accept applause.
-Do not rely on memory for anything!!!
-Write down notes to say.
-Write down solo bows!
-Do not leave stage too quickly as to stifle applause.
-Only re-enter if strong applause continues.
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Audience Development
Programming
-You will choose literature that expands the musical experiences of students and audiences and helps
you teach technique and musicality. That is as it should be. Still, you must balance those values worth
considerations for developing a large, appreciative audience over time.
-Be careful not to program esoteric and new music as to burden your audience unduly!
-McBeth said, “A program should not be a potpourri of compositions the conductor likes, but a
dramatic progression to somewhere.”
-Select a variety of musical compositions well balanced with unity and contrast.
-Maybe select a “Theme.”
-Contrast can be found in selecting lit. with different tonal centers, meters moods, structure, ethnic
origin, and so forth.
-Many festivals have included a requirement for each band to begin their performance with a
“warm-up march.” Using a shorter piece allows the ensemble to settle in and prepare for the more
lengthy pieces to follow.
-Marches are a part of our musical heritage and greatly enjoyed by many audiences. Especially older
ones.
-The major work will generally be positioned next.
-Last portion typically lighter in nature.
-Program soloists and guest conductors, it is a valuable experience for all involved.
-Showcase “homegrown” talent.
-Ensembles gain much working with guest conductors.
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Audience Development
Programming
-Be mindful of the physical comfort and attention span of the audience. When a gymnasium is used
for school performances, most audiences will tire within an hour sitting in wood bleachers. Even in
comfortable seats 75-90 minutes is the attention span. Even with an intermission, should never
exceed 90 minutes. Perhaps a 60 minute concert is ideal for everyone.
Programs and Ushers
- Every performance should have an attractively printed program.
-Indicate complete date and time of performance, names of all ensembles and performers. Conductor,
name of compositions and arrangers. Anything that should go with the title of the pieces.
-CORRECTLY SPELLED NAMES OF ALL STUDENTS PERFORMING!!!
-Maybe students who have received special awards and recognitions throughout the year.
-Thank - yous, especially to parents, administration, etc. etc.
-Program notes for some pieces are definitely of great benefit to the audience understanding and
appreciating pieces with significant importance.
-Do your homework as the conductor to provide your audience some background on the piece or
composer from the stage.
-Pg. 146-154
CHAPTER 7 – PERFORMANCES AND PROGRAMMING
Audience Development
Summary
-The key to a success in ensemble performance is careful and thoughtful planning on the
part of the director, and effective and productive rehearsals. Each aspect of the
performance – from scheduling through appropriate literature selection and careful
preparation of the ensemble to producing the concert program – is important. The
complete experience should generate educational and musical growth for the ensemble
members, positive audience response, and strong long-term support of the instrumental
music program.
Assignment:
1. Give the titles for three “theme” concerts (not listed in the text) and list five
appropriate pieces for one of those theme concerts.
2. Select literature for a concert by your future high school band or orchestra. Turn
in a complete four page program for that concert. This does not have to be a theme
concert. Feel free to use fake names for the school and ensemble members, but use
the real thing for the music!
3. Write a program note for a piece that your college band or orchestra is preparing
for a concert.
a. Symphony No. 3 – James Barnes
or
b. Symphony No. 4 – Peter I. Tchaikovsky
or
c. Galactic Empires – David Gillingham