Ignite Response to Your Conducting, will help music educators keep their your young musicians continually engaged, watching, following their conductor's gestures, marking their music, singing and playing with great posture, and much, much more.
We believe it to be the only resource for music teachers entirely devoted to step-by-step, easy-to-follow, tried-and-true techniques for taking teachers and young musicians to the next level.
David has researched and developed the IgniteResponse (IR) approach for some 30 years. IR has been tested in middle and high school ensembles at all levels, and in all demographic environments throughout the country.
We believe it to be the only resource for music teachers entirely devoted to step-by-step, easy-to-follow, tried-and-true techniques for taking teachers and young musicians to the next level.
David has researched and developed the IgniteResponse (IR) approach for some 30 years. IR has been tested in middle and high school ensembles at all levels, and in all demographic environments throughout the country.
IgniteResponse is a "Companion Book" to the many excellent textbooks on Conducting.
|
Those texts teach the basics.
IgniteResponse teaches how to apply them: For instance: when our friend strikes his bass drum with good technique and strong intent, he'll get a ringing "boom." Every time. It's physics. When we conduct, our downbeat can be as clear, well prepared and as strongly intended as the percussionist's stroke. But unlike his bass drum, our students' response is not a matter of physics. Maybe they're not watching or they don't like the piece. They might be tired, worried about an exam, or have a family problem. |
|
To create high achievement and the musical response we seek, we need to create young musicians' active involvement by engaging them personally so that their self-talk is "This is important; I want to do my best!"
We can do this by helping them understand how watching and responding are important in their lives, and by giving them the thrilling, inspiring, life-changing experience of going beyond their comfort zones and realizing that's where life and growth are. When they have these experiences, they'll bring pencils, mark their music, and sing and play our gesture indicates fortissimo!
Igniting Response is a learner-centered approach developed over three decades of research and practice that can bring about these desired responses consistently in ensembles at all levels and in all environments. This is my own personal experience.
We can do this by helping them understand how watching and responding are important in their lives, and by giving them the thrilling, inspiring, life-changing experience of going beyond their comfort zones and realizing that's where life and growth are. When they have these experiences, they'll bring pencils, mark their music, and sing and play our gesture indicates fortissimo!
Igniting Response is a learner-centered approach developed over three decades of research and practice that can bring about these desired responses consistently in ensembles at all levels and in all environments. This is my own personal experience.
One way to use this approach and make a difference - tomorrow:
Focus on Learning more than Teaching: Ask...Don't Tell
Focusing on teaching – correcting mistakes by telling ensembles what to do – prevents students from becoming active, involved learners. If the conductor functions as their “brain and ears,” students are unlikely to use their own.
At your next rehearsal, ask rather than tell, wait patiently for the answers to come, listen thoughtfully, and respond honestly. Initially, this takes more time than stopping and correcting mistakes. But you'll soon begin saving time as levels of attention and involvement skyrocket with this approach; what a difference can happen in only one rehearsal!
"Why did I stop?"
Here's a dialogue I've been using for years. It consistently creates dramatic improvement by focusing on the musicians, not our conducting. When a conductor asks, "Why did I stop?" instead of saying, "You're not playing soft, like it says on the page," we transfer responsibility to the musicians - and they respond.
7:30 am morning rehearsal. Students more asleep than awake. They’ve been rehearsing the music for a few weeks and know the notes.
Focus on Learning more than Teaching: Ask...Don't Tell
Focusing on teaching – correcting mistakes by telling ensembles what to do – prevents students from becoming active, involved learners. If the conductor functions as their “brain and ears,” students are unlikely to use their own.
At your next rehearsal, ask rather than tell, wait patiently for the answers to come, listen thoughtfully, and respond honestly. Initially, this takes more time than stopping and correcting mistakes. But you'll soon begin saving time as levels of attention and involvement skyrocket with this approach; what a difference can happen in only one rehearsal!
"Why did I stop?"
Here's a dialogue I've been using for years. It consistently creates dramatic improvement by focusing on the musicians, not our conducting. When a conductor asks, "Why did I stop?" instead of saying, "You're not playing soft, like it says on the page," we transfer responsibility to the musicians - and they respond.
7:30 am morning rehearsal. Students more asleep than awake. They’ve been rehearsing the music for a few weeks and know the notes.
Who |
Action/Thought |
Conductor: |
Good Morning. I know, I know it's early, but let's get going. Let's start at measure 67. Remember it's soft, so let's see how soft we can play it. |
Ensemble: |
(Sings/plays, dynamic: mezzo-something) |
Conductor |
(Stops conducting and asks:) "Why did I stop?" |
Ensemble: |
(Blank looks) |
Conductor: |
"Earth to students! Why did I stop?" |
Ensemble: |
(More blank looks and still no answers.) |
Conductor: |
"You mean I have to tell you what’s up? Let’s try again." |
Ensemble: |
(Some students marginally attentive, getting the idea, maybe, they have to do something different. They play. It's still mezzo-something.) |
Conductor: |
(Stops) "OK, OK. Now do you know why I stopped?" |
Ensemble: |
(A few hands go up.) Someone will say “We didn’t play soft enough?” |
Conductor: |
(Smiles, looks around at orchestra): "Any of you agree?" |
Ensemble: |
(A few hands will now go up – some for show, some because they actually did listen and heard that it wasn’t really soft.) |
Conductor: |
"Good. Let’s do it again and please listen if you’re playing pp. By the way, anything you can do to remember?" (Waits until everyone realizes they should mark their music by circling the pp) |
Ensemble: |
(Marks their parts), then: |
Ensemble: |
(Plays it again; this time, more softly.) |
Conductor: |
(Stops) "How was that?" |
Ensemble: |
(Some nods, some smiles, more hands go up: “It was softer.”) |
Conductor: |
Great. Can we play it still softer? |
Ensemble: |
(Plays, this time almost pp!) |
Conductor: |
Great! For the last time, now. By the way, how can you tell if it’s the softest you ever played?” |
Ensemble: |
(Several kids will raise their hands or shout out, “Listen!” BINGO! It’s happening; they’re realizing what happens when they take responsibility for the quality of their music making.) |
Conductor: |
"Great. Here we go." (Smiles as if s/he and the ensemble are united in a neat little conspiracy. Assumes pose of total calm, closes eyes, and begins conducting with the tiniest of gestures since they no longer need to be told what to do. They know what they have to do, they want to do it, and they are listening to themselves.) |
Ensemble: |
(Plays pp!!!) |
Conductor: |
(Stops at same point, looks around, smiles and nods head."Now...how was that?" |
Ensemble: |
(Most everyone smiles with surprise and delight.) |
Conductor: |
"Right. That was magic. And who made the magic?” |
Ensemble: |
(Delighted smiles) |
Conductor: |
"No, really – Who made that gorgeous, unbelievable, magic sound?” |
Ensemble: |
(Someone will say, softly) "We did." |
Conductor: |
You mean it wasn’t me with my little baton?” |
Ensemble: |
(They keep smiling, sheepish but proud absolutely) "No, it wasn't you...it was us!" |
Conductor: |
"100% right. It was you. You took responsibility for your playing. You thought. You listened. And you did it! |
EEnsemble: |
(More smiles and some shifting in the seats. They're a little uneasy since they know something important is happening, and they know it involves their changing how they think, and therefore, who they are. This can be a bit scary, but incredibly exciting). |
I've been having this conversation with young ensembles for more than 30 years, and it's never less than thrilling to watch the young musicians wake up and start taking responsibility for their work. And real transformation is possible...just by asking rather than telling.
Adapt it to your ensemble and personality, and create dramatic change in your ensemble at your very next rehearsal - that will carry over. I guarantee that both you and your students will be astonished and delighted at the musical and personal growth you'll have created.
Adapt it to your ensemble and personality, and create dramatic change in your ensemble at your very next rehearsal - that will carry over. I guarantee that both you and your students will be astonished and delighted at the musical and personal growth you'll have created.
