In the classroom: As our group dives deeper into ensemble skills (esp as we remember what we sound like after taking 4 days off last week for a significant ice storm in our area!!), I find it helpful to remind the kids why we ‘warm up’ together.  FWIW, I prefer the term Ensemble Skills over ‘Warm-ups’ or Daily Drill.  It reminds all of us that there is a purpose to doing this practice together.  (My favorite definition of ensemble is ‘together we’ - more on that another time).

But really,

A bit of wild winter weather in my part of the world reminds me of the need for efficiency both on the podium and off.  What have I done in the background to accelerate the learning process in the classroom?  Have the weekly expectations been clearly defined?  Am I providing regular opportunities to assess progress outside the rehearsal space so the performers feel motivated to prep before rehearsal?  Am I providing enough notice of what they’re expected to know so that they can prepare?  When I’m on the podium, am I using the most articulate and concise approach, or am I entertaining myself with anecdotes that the performers neither need nor want? Are my scores marked? Is the rehearsal scripted, or

I’m starting recordings again this week.  I find SO much on my recordings that I miss in real life.  They can be hard to listen to in the early part of a concert cycle, but everyone gets better faster when I do it.  If you talk yourself out of recording because ‘its the first day back,’ ‘so & so is in a lesson,’ ‘tomorrow will be a better time,’ congratulations - you’re normal! 😛BUT, don’t wait for a ‘better time.’  Record today & then

This is the week where we’re still trying to hit our groove.  I feel like I still have to constantly remind myself that ‘slow is smooth and smooth is fast’ (made famous by the SEALS).  I want to go FAST in rehearsal, but if I’m doing that at the expense of setting the correct expectations or redirecting performance/behavior that doesn’t fit our culture, I’m actually making it more challenging for the kids to be successful.  Almost daily, I want to ignore the first cracked ensemble start, but

We’ll focus this week on reminding routines and expectations.  Kids will go through a rollercoaster of emotions about being back in school.  Some moments they’ll be full of joy and others they’ll look like you just asked them to walk on broken glass.  I have to constantly remind myself that I’m there to create a great experience for kids.  If they respond negatively or don’t respond at all, that doesn’t necessarily mean it’s my fault.  Don’t be so selfish to assume that every reaction is a reaction to me. (Learning this from Inner Excellence by Jim Murphy - great refocus of priorities).  Also, a great opportunity to