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Rehearsal Break
R ehe arsal Br e ak

of efficiency, it may be helpful for you to partner or their thoughts, though allowing students the opportu-
group students together. A simple “turn and share” may nity to express their opinions about the new setting and
be equally effective. Ask students to share what they its relevance to the text is critical to the process.
noticed based on your initial questions and be ready For our second encounter of The Sound of Silence, I
to share something about their experience. When they chose the original version of the song performed and
have had enough time to make connections, ask for written by Simon and Garfunkel. As the opening vi-
volunteers to share with the whole class. Allow ample gnette suggests, students already had experience with
time for students to share and let their ideas expand the original piece and had heard it many times without
and grow. Though it may be time intensive, letting stu- truly considering the music or the text. After hearing
dents drive the group discussion can lead to valuable the seminal recording, students were able to make in-
connections and learning. teresting connections to the Pentatonix arrangement.
In The Sound of Silence example, I played the Penta- Some made surface-level comments about which ver-
tonix version of the song for students first. I selected sion they liked better, but others were able to connect
7
this arrangement knowing that Pentatonix as a group to why they had a specific musical preference. Students
is currently culturally relevant, so it could be a more were generally able to make better arguments for their
accessible entry point to an unfamiliar piece. There are preferences after listening to more than one version.
many pop-oriented a cappella ensembles that perform The original context of the song often changes a lot of
exceptional arrangements of familiar repertoire that student perspectives, so I was intentional about sharing
students are easily able to relate to and may even listen the roots of the song after they already shared their
to by choice. With these types of unaccompanied en- ideas.
sembles, students can often make connections between
the listening example and their choral music. Part 3: Analyze the text in isolation before connecting to another
listening example
Part 2: Connect to previous lessons and expand on common themes For the next event in the listening sequence, provide
Revisit the text utilizing a new setting. Start by ask- a copy of the text to each student. As students silent-
ing students to review what was previously discussed ly read through the text, ask them to highlight or un-
in the first listening. Often it is surprising to find what derline any words they do not know or questions they
students do or do not remember from previous listen- have about the content. Encourage students to make
ing experiences. The connections that students make connections to their lives, other things they have read,
can help guide further discussions. When students have or phrases that stand out to them. Ask them what ques-
sufficiently shared information and ideas, listen to the tions they have about the lyrics and allow them to an-
next example. Let students hear the example more swer each other’s questions. To spark conversation, I
than once to provide ample opportunity for them to find it helpful to give some insight into my personal
formulate thoughtful ideas about the new experience. connection to the text. It is also helpful to give students
Follow the same general process as with the first ex- parameters if they are struggling to share ideas. A more
ample. Ask students to only listen the first time without specific series of questions might be: If you were going
any priming or directives. The second time, ask stu- to share three keywords or phrases from the text, what
dents guiding questions particularly focused on the text. would they be? What do these words mean to you?
Can they understand the text better or worse in this re- How do these words impact the meaning of the song?
cording? What does the text imply or talk about? Does As students share, it is important to listen and ex-
the meaning of the text feel different in a new setting? pand on their ideas. Let them guide the conversation,
Continue the process by asking students to discuss with allowing space to make meaning of the text. Teachers
a neighbor, then be ready to share. Instead of verbal should model creating connections for the students to
sharing, teachers might utilize this point in the process help them feel safe and comfortable as well as demon-
to have students quickly write out their thoughts. Time strating what sorts of aspects they might want to con-
restraints are a consideration on how students share sider in the future. Praising students for their contribu-

44 CHORAL JOURNAL June/July 2025 Volume 65 Number 9