In the midst of preparing students for a performance or competition, how many of us have thought, "There just isn't enough time" or "Oh my gosh, time just got away from me" during a rehearsal? In previous teaching years, these thoughts would constantly run through my mind, especially at this time of year, and would tend to freak me out. Feeling like you're constantly playing "catch up" from lesson to lesson is exhausting, not to mention stressful.
However, over time, I've "collected" tips and tricks for an efficient orchestra rehearsal from colleagues, other fine arts teachers, core subject teachers, and from various professional development sessions to run an extremely efficient orchestra rehearsal in order to maximize that little time we do share with students! Though I'm always looking for new and improved ideas, these have been some game changers for me!
Tip #1: Establish a Classroom Routine
How a class begins sets the tone for the lesson, so why not begin an efficient rehearsal with an efficient routine?
- From Day 1, walk through exactly what your classroom routine looks like with your students, and then practice that routine every day that follows.
- Students will need time to practice their routine, but consistency in expectation and execution of the routine only helps!
- Nobody knows your needs, or the needs of your students, as much as you do, so knowing and communicating to your class precisely what is needed from the moment they're in your class contribute to that classroom efficiency!
- A few things to consider while establishing a routine:
- How do students enter your room?
- Do they wait for you or do they simply come in?
- Where do they sit?
- How do they sit?
- Where do their cases go?
- Where do their belongings go?
- What task(s) are they responsible for before class starts (EX: rosining, tuning, uncasing instruments, etc.)?
- How long do they have to get themselves ready for your class?
- Are they allowed to get out of their chairs during this time? If so, where can they go?
- What consequences will there be if students have not followed procedures or time limits?
Tip #2: Efficient Tuning
As string teachers, we know that tuning is crucial for the rest of class, but how is it that tuning just seems to take up so much time?!
- For students who don't know how to tune themselves...
- Make it a race!
- Pose the question to the class: How fast can we tune accurately?
- Let the students know that you're going to need their help in having their instruments ready for you to tune, but the faster you go as a class, some sort of reward will happen! (One of my favorite "easy" rewards is that we get to pack up a minute earlier than we normally do.)
- Turn on a timer and GO!
- EXTRA: If you have multiple classes being "timed" on tuning, make it a friendly competition for who is ready the fastest!
- For students who are just learning how to tune themselves...
- Know that this will naturally take up a little bit more class time, but don't let it take the whole class!
- Try setting a timer for tuning time (or each string that they are to tune). Of course they'll need a little bit of time to practice this skill, but setting parameters keeps students focused and on task!
- Walk around and monitor/help for efficiency and accuracy!
- For students who are very comfortable tuning themselves...
- Set a time limit for tuning!
- Request that tuning time does NOT equal individual practice time! (If students can hear what they're tuning to, it'll be much more accurate!)
- For ALL students...
- Outline tuning expectations
- To expand on Tip #1, outline your expectations of what should be happening during tuning time.
- Are they supposed to begin a bell ringer?
- Should they use that time to rosin bows and clean instruments?
- Should they practice silently?
- Should they make any noise at all?
Tip #3: Go In With a Detailed Plan!
Having a lesson plan, or an outline of goals, is crucial for rehearsal efficiency and effectiveness!
When lesson planning, consider the following:
- What are the top priority items to complete today? This week? This month?
- How will my daily lessons build to achieve long and short term goals?
- What specific music elements are needed for mastery? How will these be addressed and practiced?
- Is it necessary to start at the beginning of a piece, or would it be more efficient to start elsewhere?
- How much time should be spent on different portions of the lesson?
- How can I word things to be concise, direct, and precise?
- What questions should I ask (and at what point in the lesson) for maximum effectiveness?
Though you could always make your own lesson plan templates, there are many lesson plan templates already available to download and use if you don't already have one you're excited about!
Check out some of my favorites to get started:
EXTRA: Once you are organized in what you're working on that day/week, try letting your students know why you are working the spots you're working, or what to focus on during the lesson. You might be surprised how involving them in the music making (and perfecting) process might help to achieve your goals, too!
Tip #4: Stop Playing After Cut-Off
Let's do some math:
Say you cut-off the orchestra 20 times in one rehearsal, but students continue to play for 15 seconds after that cut-off because they just didn't want to stop playing.
- In one rehearsal, you've wasted 300 seconds. That's 5 minutes.
- In one average school week, you've wasted 1,500 seconds. That's 25 minutes.
- In one month, you've wasted approx. 6,000 seconds. That's about 100 minutes.
- Over the course of the 9-month school year, that's about 15 hours wasted!
In addition to that wasted time, factor in student absences, teacher absences, weather days, field trips, shortened schedule days, etc.
That's A LOT of time...
Now, I'm not saying that every rehearsal can or will be perfect (I will forever be working on this, too), but FEAR NOT! We can approach this realistically for improved (and efficient) rehearsal time!
- Communicate with your students!
- Many times, students don't realize what a time waste playing after the cut-off can be! If your students are of the age that they can rationalize this concept, do the math with them! After all, if they cut off with you, they'll ultimately get more play time anyway!
- Make this a part of your rehearsal expectations!
- How should students know how to properly rehearse if we don't teach them how?
- What does it look and feel like to follow this instruction?
- What will happen if you do not follow this instruction?
- What happens if you do follow this instruction?
- Be consistent and be positive!
- Of course, consistency is key, but positive reinforcement can also be a great tool to getting them where you need them to be.
- Let students know when they've met that expectation (sometimes, a simple "thank you for cutting off with me- that was great!" can do the trick).
Tip #5: Keep It Moving
Remember, your time in the classroom is limited, and attention spans are short! Keeping the flow of a rehearsal moving and limiting wait time (within reason) maintains student engagement, thus student participation. If students understand that there is business that needs to get done, many times they'll rise to the occasion, and actually help with the efficiency of the rehearsal overall!
What tips and tricks do you use to have an efficient orchestra rehearsal?
And, for all teachers who are in the final stretch of their school year, GOOD LUCK! We can do it!
