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CHORTEACH
Ask a Conductor
A s k a C o n d u c t o r
ARTICLE

they’ve completed the one they’ve already been given. ed” student will rise and join the student who began
Once they are clear with that step, then I will explain to the game. You may need to provide topic guidance so
them how they will need to think ahead and give them students can easily select their “likes.” This involves a
spoken cues to help keep them on track. I will begin to little more personal investment, but it is another way
phase out the spoken cues, and then they should have it. for students to create those personal connections with
people in the room.
Demonstration:
https://www.youtube.com/watch?v=EzThpraoZ1I
or scan the QR code below “Integrating these team-building
exercises have done wonders for
the culture of my program and the

relationships we have with each other.”

Ian Tapson Once we have spent more time together, I like to in-
Director of Choirs corporate activities that involve a little more interaction
Lake Minneola High School and social investment from my students. Choir speed
Minneola, Florida dating was a suggestion from a choral colleague and
TapsonI@lake.k12.fl.us I love it! Students will form concentric circles where
the inside circles rotate clockwise every 30 seconds to
answer a fun question with their partner. It is easy to
Creating a safe rehearsal space is crucial when work- come up with silly things like “what is a song you are
ing with musicians no matter the age or experience embarrassed you know all the words to?” Choir speed
together as an ensemble! The more your musicians dating allows you to format your questions to the needs
trust themselves, each other, and of course, you as the of the ensemble, which, again is important as you are
conductor, the more connected they will be to the mu- building those relationships.
sic-making process. Although we are anxious for their Additionally, each Friday, I devote time so students
first sound as a choir, we must see past the voices in the could chat as a class through a few different activities,
room and invest in the hearts of those who make the some of which have also been mentioned in this Jour-
music. nal and online.
Begin by selecting activities that require little social
investment at first. One of my favorites is the activity • Shout-outs have been a great way to leave encourag-
“This or That” or “Would You Rather?” Using a list ing messages for other students in the program.
of prompts, the director or assigned leader calls out I read them out loud and students clap and cele-
“would you rather…” and the students will move to ei- brate as they are passed out.
ther side of the room based on their response. This is
a great way for students to see shared interests without • I also encourage them to share a high (wow) or a low
pushing them out of their comfort zone. (pow) from their week. My students love this and
I will often follow an activity like the one above with will often take the whole class time if I am not
a name game. I recommend using a game like “Con- careful!
nections.” All students should begin seated. Students
will say their name and something they like and anoth- • When the students have a stronger bond, we do an ac-
er student will respond and say, “My name is ___and tivity called, “Throwing of the Beads.” Students
I also like___, but I also like______.” The “connect- stand in a circle and I throw a beaded necklace

66 CHORAL JOURNAL August 2025 Volume 66 Number 1