![]() ![]() This gives a certain small amount of context, but it may be even more musical and effective to draw on the larger context of the accompanying chord(s) (pointing out, say, that they are moving from the root of one chord to the third of the next, and perhaps playing that chord progression for context) or the key (pointing out that they need to find, say, scale degree 6/la). For example, it is our experience that choral directors often reference intervals when helping their singers find difficult notes. ![]() When communicating with your musicians, make sure you’re referencing the context.How can we teach music in a way that supports our musicians while making sure they have the context they need to facilitate their learning and understand the music? This is a huge question, with many nuanced answers. In addition, if musicians learn music without that context (say, a part at a time), then when they are suddenly faced with the context (all playing together), it can be disorienting and require yet another learning process. Adding an awareness of these factors from the beginning of the learning process can make that process more effective and sometimes quicker. Though we haven’t discussed it much yet, we should also add harmony/chord progression to that list. Recall that one of the central themes of this text is the importance of context, particularly key, meter, and tempo. Integrating aural-skills thinking into the rehearsal process can help ensemble members learn to think for themselves in terms of key, meter, and more. In addition, many ensemble directors-especially those who work in schools, colleges, and universities-have educational goals for their students. ![]() There’s nothing wrong with this as long as it fits your goals, but sometimes it can slow the learning process down and feel “unmusical.” This is often very difficult, particularly if you’re working with inexperienced musicians, and leaders sometimes resort to teaching by rote. If you’re leading an ensemble or a member of a chamber ensemble that shares leadership, you have the responsibility to think about how to teach the music that you will be performing. ![]()
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