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

Follow-up suggestions: attention on one piece at the outset. This usually happens
Incorporate in-class competitions between sections (keep because of our eagerness to get the notes learned quickly,
it fun and classy) to encourage accountability and team- especially if a piece is particularly challenging. When se-
work. Also, consider partnering with other music teachers lecting pieces for a particular concert early in the semester,
on campus to co-teach or invite area collegiate directors map out your rehearsals so that you don’t spend too much
to clinic your choir. Sometimes, students just need to hear time on one piece. Identify those sections that are learned
what you’ve said 999 times from 1 other person. easily, as well as those that will take some significant effort.
Another facet of this question is repertoire. If the litera- In addition, mix up modes of instruction (direct, sectionals,
ture is unbalanced (too easy or too challenging), students individual practice), and celebrate successes frequently.
may react negatively. I recommend Josh Haberman’s 20-
60-20 approach: 20% of the music should be relatively easy
for the ensemble to sing, 60% should be at the ability level
of the ensemble, and the remaining 20% should challenge
the ensemble in some way. Committing to this approach
will ensure that students experience moments where they
are both challenged and instantly achieve success in your
rehearsals.

Johnathan Vest
Director of Choral Activities
Instructor, World Drumming and Music History
Centennial High School
johnathan.vest@wcs.edu

I think we have all been there. We introduce a new piece
to our students, and while they initially may love it and en-
joy the rehearsal process, they can become disinterested or
may even utter those words choir directors loathe to hear:
“This is boring.” Here are some ways you might be able to
avoid the dreaded “boredom blues” in rehearsal:
First, choose repertoire wisely. Finding repertoire that
both engages and challenges your students, can be, well…
challenging. While it is important to know your students
and what they will respond to positively, I firmly believe
that a good teacher can “sell” a piece to a group of students
through their enthusiasm, which means that you have to
love it too! There are choral standards I absolutely adore
that I know will be good for the students, and that they will
either immediately respond to or eventually grow to love.
Don’t lower your standards or cave to pressure from your
students, but it is important to know what will catch their
attention (even if it takes a few rehearsals).
Don’t underestimate the importance of rehearsal plan-
ning. A common temptation for directors is to focus our

ChorTeach Volume 15 • Issue 3 6 Spring 2023