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educational assignments, and even removal from the Peggy Spool
program as potential discipline steps in accordance with Artistic Director Emeritus
our school-wide discipline plan. If singing is an expectation
of the class, either the student is meeting the expectation, Vivace Youth Chorus
or they are not. If they are not, then I would examine the peggy@vivaceyouthchorus.org
next two areas before moving into disciplinary action.

2) Relationships There are many factors that influence singing. The
When considering my relationship to the students, they deep emotional roots of singing can be freeing and deeply
will care about my program as much as I care about them. satisfying, but in some cases can bring up less positive feel-
I intentionally try to be visible and conversational with ings as well. As a community choir director, it was rare for
students outside of rehearsal during the school day. I think someone to come into my choir and not sing. I have had
of relationships like a bank: if I want to get something out of young children come into the choir who didn’t sing ini-
it, then I need to put something into it. For me, lunch duty tially or sang so softly that it seemed they weren’t singing,
has been a perfect time to work on building relationships but this was usually temporary. A middle school boy who
with students. hadn’t sung in a choir before coming to us told me he just
Then I like to examine the culture in the classroom loved being in the middle of the sound. I was eventually
between the students. Are they seated in a manner that able to convince him that it was more fun to be part of
promotes friendship without sliding off task? Are students that sound!
conversing with each other and laughing before or after If a chorister says they enjoy choir, they have a reason
class? Smiles between students are what I look for in these for being there, and it is our responsibility as directors to
transitions. I also try to pinpoint students who do not seem to help them find their place. My first step is to meet sepa-
be socially inclined, and I make an attempt to help facilitate rately with a non-singer or shy singer. I start by asking a
relationships between them and other choir members. It few questions about their experience in class.
is important to prioritize a proper supportive culture in
rehearsals. My students regularly say, “Choir is a family,” Do they like the music?
and that dynamic takes guidance in order to achieve it. What do they like about being in choir?
Would they feel more comfortable on a different part?
3) Engagement
Students need stability, consistency, and economy Is the issue vocal?
of language for rehearsals and instruction. These can Going through a voice check may uncover changes that
be achieved through routine, consistency in holding make the singer feel awkward in their current place.
to procedure and relationships, and concise clarity of
instruction. I heard pastor say many times, “I hope to be Is the issue social?
finished speaking before you’re finished listening,” and I try Are they uncomfortable around their peers? Would they
to maintain that mindset when introducing a piece, making be better placed in a different section or next to a differ-
adjustments, and teaching every single day. Economy ent person? Are they afraid of making mistakes or just not
of language ensures that my words will have weight and sure of their abilities? Would it help to have a choir buddy
maximizes the opportunity for retention. Beyond that, system to connect kids who aren’t already connected?
I try to make sure students are physically engaged in the
rehearsal and in music making. Music is movement. Is the issue emotional?
While there is no such thing as a “one-size-fits-all” ap- Does singing bring up personal feelings that are difficult
proach to teaching choir, when asked about a student’s lack to share? They don’t have to share the details unless they
of engagement, I would first search for deficiencies in these wish to, but the acknowledgement is important.
three areas. Good luck to everyone with your next school
year!

ChorTeach Volume 15 • Issue 4 5 Summer 2023