jL | In Practice - All the Ingredients

In the classroom - use all the ingredients in every rehearsal: I’m early in the concert cycle and have to remind myself that the most effective preparation strategy includes using all the ingredients in every rehearsal.  Too often, I find myself wholly focused on notes, rhythms, and intonation with complete disregard for balance, blend, and line.  “Getting the notes and rhythms right” so we can “add the dynamics later,” is the musical equivalent of insisting we cook the water, flour, and eggs “just right” before we add the sugar, salt, and vanilla.  I’ve found that identifying line or setting balance priorities while learning the ‘basics’ of a piece often accelerates the pace (and joy) of learning.  

Behind the scenes - the data doesn’t lie:  The data actually can and will lie if you aren’t systematic in how you look at it.  However, the biggest lie you can tell yourself is that you don’t need the data.  We completed our nine-week focus on solos and chamber ensembles this weekend and will spend the next several days compiling and evaluating data.  We utilize pivot tables in a Google Sheet to analyze the data from every angle.  (It sounds fancy, but I promise you, one of your band parents, or ChatGPT 😛can do it).

We process the data based on instrument, ensemble, private teacher, accompanist, evaluator, and grade.  We compare it to the same info from previous years in hopes of having honest conversations about what is working well and where we can improve.  Additionally, we give the students a quick Google Form to reflect on their performance.  This allows them to share thoughts on what they did well, what they learned, and what they’re going to do with what they learned.  If they worked with a live accompanist, it provides them a chance to share brief feedback on the collaboration with their accompanist.  

If all of this sounds like you should be impressed, DON’T BE.  The most important thing to know is that I waited too long to start this process.  Honestly, I was afraid of what I might learn.  I was worried I would be exposed for the imposter I believe I am.  In reality, the data, while humbling at times, helps clarify next steps.  

DON’T be like me - take a few minutes to look at the data.  What do you see?  Are there patterns in a pocket of the ensemble?  Are there patterns in a grade level or lesson teacher’s studio?  Does it confirm next steps or possibly put to rest a ‘gut’ feeling that might not be accurate but rather based in personal bias?

Remember: no matter how it might feel as you drag yourself to the ‘finish line’ we like to call Spring Break, you’re making an impact on kids in ways you’ll never know.  Don’t give up - while you may never know who, someone needs you.