Paula Martin Choral Vice-preident
Teachers Respond with Practical Advice
Our theme for the issue is “Life Long Learning”. As I began thinking about the choral article for this issue of our Missouri School Music Magazine in early December, I came to the conclusion that some of the best life-long learners that I know are choral directors. After all, in every rehearsal we listen, we analyze what we hear, we formulate a solution to a problem if we hear one, and we evaluate whether or not our solution worked. Then, we file that solution away for future use should a similar problem arise.
Choral directors also are some of the most sharing people I know. We are willing to share our ideas in any way that might be helpful. So, I turned to a few of my former students, some esteemed colleagues and friends to ask them to answer the following question: What advice would “current you” give to “Beginning Teacher You”, “Undergraduate Student You”, “High School Student You”, “Middle School Student You”, or “Elementary School Student You”? The answers and thoughts that are included below are largely paraphrased. Due to space constraint, not all responses were included.
Response #1: “Elementary Student”- Be a kid as long as you can. There is no rush to be an adult. “Middle School and High School Student”- Take more risks, have more fun. Find friends outside of your comfort zone/social circle. “Undergraduate Student”- Have more fun. Practice piano more, especially open score! Take the time to go to local choral concerts, get acquainted with the choral directors near your campus. Offer to help or just come in and listen. “Beginning Teacher”- Keep on Swimming. If you have a bad moment, rehearsal or day, that is normal. Go home, do something not music related, and take another swing at it tomorrow. It doesn’t mean you are terrible teacher, choral director, or person.
Response #2: “Elementary School Student”- Take Piano lessons, try as many new classes as possible. “Middle School and High School Student”- Take MORE Piano lessons, take both band and choir, and
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take some classes that are more out of your comfort zone. “Undergraduate Student”- Work hard, but don’t take yourself too seriously. Do as many things, both vocal and instrumental as possible within the music department. Investigate and research the area schools and talk to your university supervisor in order to make sure that your student teacher placement is the very best match that it can be. “Beginning Teacher”- Listen more, talk less. Take the advice of other experienced teachers with whom you come into contact. Work every day on a commitment to consistent discipline. I would tell myself, have fun with the students, but ALWAYS know where the line should be drawn. Don’t judge your students by comments from other teachers. Your kids will do for you, what YOU expect them to do.
Response #3: “Beginning Teacher”- Make sure you plan small brain breaks at least 3 times in a 50 minute rehearsal. Don’t underestimate the importance of making positive connections with people. Build some time for team building into your rehearsal once a week. Students need opportunities to interact with each other. They will be a more unified group if they feel connected to one another. It definitely helps to have a plan, but be flexible so that the pace can ebb and flow, as it needs to. Have a few specifics you want to master a rehearsal and be prepared with 1 more, just in case. I also find that switching it up and teaching them 1 new warm up or 1 new solfege drill a week helps to breathe new life into the routine of rehearsal. Finally, remember that your actions are constantly on display. The students need to be taught how to interact with each other and you are a role model for the type of behavior you expect in your students. I’ve found that the students need a positive adult in their lives whenever possible.
Response #4: “Undergraduate Student”-Take being in choir more seriously. Go to conferences and conventions. Make more of an effort to get
See MARTIN, p. 15 MISSOURI SCHOOL MUSIC | Volume 71, Number 3
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