As we move into the first Wednesday of 2010, I'd like to reflect on some of the changes that are taking place in orchestra:
1. Binders Everyone should have one by now, 3-ring (anywhere from 1/2" - 1.5" is ideal). They will hold the packets that 7th and 8th graders have received, practice music, and worksheets for rehearsals. Bring your binder to class every day to receive full participation credit and to stay organized for the rest of the year.
2. Attendance & Preparation As stated earlier and already practiced in class, full attendance and preparation now includes instrument, pencil, binder, and shoulder rest/sponges for the violinists and violists.
3. Listening Examples We explored some recordings during December, and I'm excited to continue providing audio examples of relevant music each day. Listening, like any skill, must be cultivated. Approach each listening example with an open mind, and do your best to be free from distraction as they are being played. I highly recommend closing your eyes -- you may be surprised at how focused your attention can become. A very short discussion will take place after each example, and the best way to make contributions to this discussion is to pay attention to the example. Please refrain from unqualified responses such as you liked or disliked it; rather, tell me what about the piece you liked or didn't like. Listen for familiar techniques, harmonies, melodic patterns or other aspects you find musically interesting.
4. Jeopardy I understand that some classes have had more time to experience this game than others, but I would like to incorporate Jeopardy into a rehearsal each week. Seventh and 8th graders have the term list in their packet, and I can provide extra term lists to 6th graders upon request. Remember that each student will be called on at one time or another to answer a term and a rhythm question. Also, once a term has been asked, it will not be asked again in that particular orchestra. Study the list so that no term takes you by surprise! Sixth graders should focus on the 100 and 200 levels. Seventh graders should be familiar up to the 250 level, and 8th graders should be comfortable up to the 300 level.
5. Practice Goals In the past, I have provided practice logs with specific directions for individual attention. Use old practice logs as guidelines as you create personal goals (i.e., write goals that focus on only a small number of measures at a time or a skill that can be mastered within a week or two). Your practice logs have space for up to 4 personal goals. Write the specific goal in the space provided, and use the chart to log minutes spent working towards this goal. In lessons we have discussed ways to write memorization, posture, and position goals. As we add repertoire to our concert program, align your goals to our classwork and to the amount of time you can dedicate to your instrument each day.
6. Posture Think of 2010 as the "back to basics" year. Just as professional musicians warm up with the scales they learned back in 6th grade, we can make great progress by reminding ourselves of the lessons we learned when we started. In lessons, we will explore body usage and how the way we stand, sit, or hold our instruments (we all play two instruments! one for each hand!) affects our sound. Many upper-string players have already had a basic (re)introduction to posture, and they can attest to the yoga-like approach. My approach has been shaped by two major factors: The Inner Game of Music, a book by Barry Green which discusses mental interference in music mastery and the Alexander Technique, exercises in body awareness for proper functioning. I am by no means a certified Alexander Technique teacher, but my knowledge and experience with the approach is sufficient for our purposes.
