Name: Clenette Mitchell alexander

Question Chapter 9 (Rehearsing Performing Ensembles: Preparation and Procedures)

1. In the early stages of work on a piece, why is it suggested that a particular section be
worked on only a limited number of times? What guidelines for teaching mentioned
in Chapter 6 pertain to this suggestion?
In the early of work on a piece, it suggested that a particular section be worked on only a
limited number of times as it can cause long waits for student. This then will encourage
behavior problem and time wasted for the students who are not involved as they waits
without doing nothing. Psychomotor domain are the suits guidelines for teaching student
in this situation as can ensure that it can develop good habits in making music.

2. In the case of instrumental music, it was suggested that melody be learned first, but
in choral music, it was suggested that the lowest part be worked on first. What are
the differences between choral and instrumental music that account for these
different approaches?
In the choral music, it was suggested that the lowest part should be worked on first
because it is often the complex and the most hardly learned. Besides, inexperienced
singers tempted to sing the melody when the entire group sings. Boy students need more
help than girls as they are less sure of their vocal at this age. While instrumental music
was suggested that the melody should be learned first as it help the players learn the
correct notes, rhythm, and expression. This is to make sure that the essential musical
expression has not been lost while working out technical problem.
3. When teaching students to play or sing accompanying parts, should there parts be
studied and learned by themselves or in conjunction with the melodic lines? Why?
The students should be conjunction with the melodic lines. This is because singing along
with the melodic lines strengthens the singers ability to read music in both clefs and
contributes to their understanding of the music and its harmony.

4. List three aspects of music that can be taught as part of a warm-up segment of a
rehearsal.

1) Work on the F-major concert scale in different 6/8 rhythmic pattern

2) Practice tonguing triplet patterns in the clear and light style appropriately.
3) Add dynamic changes to the tonguing practice
5. Describe four things a teacher can do to save time in rehearsals.
1) Write the titles of the music in order on the chalkboard so the students can locate
the pieces in their folders and put them in order before the rehearsal begins.
2) Ask the librarians to service the folders by passing out and collecting music
during study period or after school instead of during rehearsals.
3) Appoint student assistants to take attendance. Student absences should be
recorded on a card for each student or a class roll, not in the teachers grade book.
4) Provide an electronic tuning device or several tuning bars so that instrumentalists
can tune their instruments themselves before rehearsal.
6. What are the differences between rehearsing and teaching?
Rehearsing means preparing a work for performance, usually by fixing u any parts as
needed and making the performers familiar with how the work is to be performed. While
teaching is guiding a process in which students learn something. For example the notes of
the dominant seventh chord, the correct embouchure for French horn, the characteristics
of African music, the alto part in a choral work, and so on.