...a website about working with young musicians and their teachers to create dramatic, lasting growth and inspired music making.
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It's the dream - yes?
We say something to the violins...
...we hear that delicious sound of pencils-
scraping-on-stands...
...and we see our comments being
marked into the parts!
For an excerpt from the chapter in "Igniting Response (to our conducting)" on marking with concrete approaches you can use tomorrow - and that really work, click here.
But here's a sure-fire approach to this challenge-of-challenges that came to me last week like a flash! And it works like crazy!
Do try it...and please let me know how it works for you. Thanks!
...we hear that delicious sound of pencils-
scraping-on-stands...
...and we see our comments being
marked into the parts!
For an excerpt from the chapter in "Igniting Response (to our conducting)" on marking with concrete approaches you can use tomorrow - and that really work, click here.
But here's a sure-fire approach to this challenge-of-challenges that came to me last week like a flash! And it works like crazy!
- Tell members of your ensemble to dive for their pencils and get ready to write - the instant you say the name of their section.
- To illustrate, say "Ensemble!" and wait for everyone to pick up the pencil and hold it ready to write...and not hold it up as if to say, "See? I brought a pencil!"
- Do it again, faster.
- Then turn quickly to the trumpets and say, "Trumpets!" They should rush to pick up their pencils.
- Then whirl to the clarinets: "Clarinets!" "Violas!" ....and so on.
- Practice this for a few minutes before you start in on a piece at every rehearsal.
- Don't continue until the section jumps for their pencils.
Do try it...and please let me know how it works for you. Thanks!
"Igniting Response" is David Barg’s research- and practice-based, learner-centered approach to working with young ensembles and their leaders. He has developed and used this approach for the last twenty years when leading professional development workshops and conducting all-state ensembles and school- and district-wide bands and orchestras throughout the country.
Based on students' assuming responsibility for every aspect of their playing, the Igniting Response approach helps school ensemble leaders build on their skills and learn new tools to help young musicians to reach higher and work harder.
Based on students' assuming responsibility for every aspect of their playing, the Igniting Response approach helps school ensemble leaders build on their skills and learn new tools to help young musicians to reach higher and work harder.
The focus is (as you might guess): igniting young musicians' response to our conducting so that all we've learned about beat patterns, left hand independence, seating arrangements, transposition, clefs will result in great music making.
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David's workbook - Igniting Response (to our conducting) - will be published in the Fall of 2013 as a companion book to the many outstanding books on conducting.
Igniting will provide successful approaches to areas of ensemble leadership not usually covered in pre-professional education, student teaching, or music staff professional development, including Watching, Marking, and Posture, excerpted here. |
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This approach is based on the fact that it's the young musicians' response - their singing and playing - to our conducting that makes music, not the conducting, itself. In a sense, the ensemble is our new instrument; we want to play it as well as we do our own instruments. And this takes lots more than knowing beat patterns, transpositions, and seating arrangements.
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The Igniting Response approach to getting students to watch and follow gestures, bring pencils and mark the music, sing and play expressive markings, have good posture, listen when we're speaking to another section, become personally engaged and assume responsibility - and much, much more - has been refined, tested, and proven highly effective in ensembles of all types and levels, and in all environments.
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Music teachers, ensemble leaders, and student teachers will be able to use these learner-centered approaches at their very next rehearsal and see immediate results. They'll support veteran music teachers' work with their student teachers in meeting the new challenges of working with today's super-busy students, attention-challenged students. They'll sharpen the eyes of administrators and evaluators when observing ensemble leaders...and will provide specific steps to improve practice. They'll help young musicians sing and play better in ensembles.
Finally, they'll help parents - and the general public - to appreciate the extraordinary value of ensemble participation...to the young musicians, their school and community, and to a world much in need of the lessons they learn in cooperation, assuming responsibility, listening, being aware of the needs of others, and going beyond their comfort zones.
Finally, they'll help parents - and the general public - to appreciate the extraordinary value of ensemble participation...to the young musicians, their school and community, and to a world much in need of the lessons they learn in cooperation, assuming responsibility, listening, being aware of the needs of others, and going beyond their comfort zones.
Recently Added!
Who is Igniting Response for?
Get Them Watching!
from Igniting Response (to our conducting), Publication date: Fall, 2013
Gestures get lots of attention in books and pre-professional education, and at workshops and conferences. But teaching young musicians the skill of watching doesn't.
Who is Igniting Response for?
Get Them Watching!
from Igniting Response (to our conducting), Publication date: Fall, 2013
Gestures get lots of attention in books and pre-professional education, and at workshops and conferences. But teaching young musicians the skill of watching doesn't.
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To me, this doesn't make a lot of sense since gestures won't - actually, can't - be followed unless they're watched. Conducting without being watched is like speaking to people who aren't listening.
Here are a dozen (tested, proven, free) ways to get your students watching at your very next rehearsal! You'll find them easy and fun to use, your students will enjoy them, and I've put them to use - and seen them work - for ensembles of all kinds, at all levels, and in all environments. |
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The "Igniting Response (to our conducting)" approach to leading ensembles.
"Igniting Response" is a learner-centered approach to leading young ensembles that can create dramatic personal and musical growth that carries over from one rehearsal to the text. It's been proven effective in ensembles at all levels and in all environments because it builds on meeting developmental needs shared by virtually everyone. And...there's information here you can use at tomorrow's rehearsal for improvement that will inspire everyone!
Students' Advice: Here's What Works!
Young musicians' advice to conductors on: what they like most in their leaders, how they like to be corrected, how to get them to watch, the best way to get them quiet, and what never, ever to do. This is insightful, important information from the minds and mouths of the very folks we're trying to figure out!
The Power of Posture
Here's how - step by step - to create an ensemble culture of excellent posture so students' bodies send their minds positive messages about self-image, capability, worthiness, and the importance of their alert, very best participation...the better to have exciting rehearsals and inspiring performances. (excerpted from Igniting Response (to our conducting), Publication: Fall 2013)
Get Them Marking
It is possible to get students to bring pencils to rehearsals, mark their music, and follow their markings. Just imagine how much more time we'll have when our comments are marked, then followed!!! Here's how! (also excerpted from Igniting Response)
"Igniting Response" is a learner-centered approach to leading young ensembles that can create dramatic personal and musical growth that carries over from one rehearsal to the text. It's been proven effective in ensembles at all levels and in all environments because it builds on meeting developmental needs shared by virtually everyone. And...there's information here you can use at tomorrow's rehearsal for improvement that will inspire everyone!
Students' Advice: Here's What Works!
Young musicians' advice to conductors on: what they like most in their leaders, how they like to be corrected, how to get them to watch, the best way to get them quiet, and what never, ever to do. This is insightful, important information from the minds and mouths of the very folks we're trying to figure out!
The Power of Posture
Here's how - step by step - to create an ensemble culture of excellent posture so students' bodies send their minds positive messages about self-image, capability, worthiness, and the importance of their alert, very best participation...the better to have exciting rehearsals and inspiring performances. (excerpted from Igniting Response (to our conducting), Publication: Fall 2013)
Get Them Marking
It is possible to get students to bring pencils to rehearsals, mark their music, and follow their markings. Just imagine how much more time we'll have when our comments are marked, then followed!!! Here's how! (also excerpted from Igniting Response)
A CONDUCTING LESSON FROM A NYC POLICEMAN
I watched an officer directing traffic during a recent treadmill session. His work reminded me of the close connection between watching and gestures: no reason to practice or work on gestures if we don't teach our students the technique of watching. And: no reason to ask them to watch if what they see when they look up is us beating a pattern with both hands...rather than conducting the music.
I watched an officer directing traffic during a recent treadmill session. His work reminded me of the close connection between watching and gestures: no reason to practice or work on gestures if we don't teach our students the technique of watching. And: no reason to ask them to watch if what they see when they look up is us beating a pattern with both hands...rather than conducting the music.
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My teacher-in-uniform's gestures were clear, consistent, and highly intended. He used both hands independently, looked right at the motorists and pedestrians, and directed his gestures to them. When he didn't get the results he wanted, he made his gestures much "louder" until he got what he wanted.
Those watching the gestures - pedestrians and motorists - knew they had to watch; not watching wasn't an option. They understood what the gestures meant, knew the payoff for following (not quite as inspiring as when an ensemble watches and follows, but still...), and they knew the consequences for not following. |
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"Hmmm..." said I to myself, "...this has a lot to do with conducting!"
I was so excited about sharing my lesson that I almost fell off the treadmill!
I was so excited about sharing my lesson that I almost fell off the treadmill!
To be notified when the workbook Igniting Response (to our conducting) is available, please click here.
David Barg's Igniting Response in Action
David Barg
347-969-2215
davidarthurbarg@gmail.com
www.davidbarg.com
Thank you for visiting!
347-969-2215
davidarthurbarg@gmail.com
www.davidbarg.com
Thank you for visiting!
