Clear About The Question
If you’re going to discuss a programming decision with your group, be clear about the question.
arrange • compose • conduct
If you’re going to discuss a programming decision with your group, be clear about the question.
How often do you have to sell your students on repertoire?
I was reminded tonight of the best reason to program some songs year after year.
Program music like you choose your menu for Thanksgiving.
There are many reasons for repeating repertoire from year to year. I’m listening to my son learn the high school “fight song” clarinet part – and so I’m thinking about music we play or sing again and again. Is there value in repeating songs from year to year? I know […]
As you’re programming your music this year, reject the programming/meal metaphor. You know the one: we should spend the bulk of our choral year on nourishing, nutrient-rich music that enhances the education of our students – so that they can have dessert (aka “fun” music, which by definition is not […]
When did you learn the songs that you know cold? There are songs I sang 25 years ago that I could probably perform competently tomorrow. Maybe even without the music between now and the performance. Some of them are intricate arrangement by Darmon Meader or Gene Puerling. But if I […]
Follow your own true north in programming as a conductor. There are a lot of shoulds for conductors. I’ve heard conductors say, “Every ACDA performance program should include a Baroque or Renaissance piece.” I’ve heard conductors say, “Every student should graduate high school having sung X, Y, and Z.” I’ve […]
How do you decide level of difficulty for your repertoire? I’m of eight minds (at least). Mind One: Program easier repertoire that students can be successful at while learning and growing. Mind Two: Program Goldilocks repertoire that challenges students without wiping them out. Mind Three: Program tough, tough repertoire that […]