Conducting+Non-Verbal+Communication+With+Your+Students

Tuned to Learning: Music Specialist Council Day (May 6, 2011)
 * Instrumental and Choral Conducting: Non-verbal Communication With Your Students (Richard Hornsby)**

Introduction to Conducting - Common stereotypes and misconceptions - Actual functions within a musical and academic setting []

- Basic Elements and Rules of Good Conducting - preparation - rehearsal leadership - performance - intention - clarity - commitment

- Implications of Poor Classroom Management/Leadership on Effectiveness of Conducting - element of trust: if you are not a leader in the classroom, can they trust you to be a leader on stage? - will they follow your directions? - what happens to the performance of the music if they don't? - Using Non-Verbal Conducting Techniques as Classroom Management Strategies - Example: mounting the podium. In rehearsal, when an effective conductor steps on to the podium, the rehearsal hall will fall silent. Certain facial expressions or gestures mean "louder", "you have a solo in exactly 1 beat", "play aggressively", "flutes, you are overpowering the rest of the group and need to back off". How can this be replicated in the classroom?

- Poor Conducting Performance as a Reflection of Potential Issues Within the Classroom - What does your students' response to your work as a conductor say about your relationship with them in the classroom? Power struggles, miscommunication, unclear goals, inconsistency? How can this be remedied? - Analysis of Strong and Weak Conducting Performances - What do the conductors in the video do right? What do they do wrong? How can we tell? What are the effects on their performance?

http://www.youtube.com/watch?v=0REJ-lCGiKU