Dear Colleagues,

This script is an example of how to focus on learning, not teaching. It's possible to create a highly productive rehearsal by asking questions only! When students become active learners, there will also be sustained attention, enthusiastic participation, and little talking. Almost too good to be true!

7:30 am morning rehearsal. Kids are mostly sleepwalking. They've played the music for a few weeks and know the notes.

Conductor: "From the beginning...it's marked pp, so very softly, please."

Ensemble: (Plays, dynamic: mezzo-something).

Conductor: (Stops conducting and says nothing; looks at Ensemble with puzzled look).

Ensemble: (Looks back with blank looks; they're still asleep and it's so early).

Conductor: "Why did I stop?"

Ensemble: (Blank looks - they don't know what's happening, they don't know why s/he's stopped, and, to tell the truth, they don't really care).

Conductor: (Repeats question) "Helllloooo! Why did I stop?"

Ensemble: (More blank stares and still no answers).

Conductor: "You mean I have to tell you what's going on? You weren't listening to what you were doing? Let's begin again."

Ensemble: (Some kids marginally attentive, getting the idea, maybe, that they have to do something different. They play and it's still mezzo-something).

Conductor: (Stops) " OK, OK. Now do you know why I stopped?"

Ensemble: (This time, a few hands always go up. Answers usually are: "We weren't together. It didn't sound good. We didn't watch the conductor." - all generic stuff to get the conductor off their backs. Someone, however, may say now, or after one more round: "We didn't play soft enough.")

Conductor: (Looks around at orchestra) "Any of you agree?"

Ensemble: (A few hands will now go up - some for show, some because they actually did hear that it wasn't really soft).

Conductor: "Good. Let's do it again and please listen if you're playing pianissimo. You might even want to circle the pianissimo marking with your pencil to remind yourself."

Ensemble: (Plays it again; this time, more softly).

Conductor: (Stops) "How was that?"

Ensemble: (Some nods, some smiles, more hands go up and they say, "It was softer.")

Conductor: "Great. Can we play it still softer?"

Ensemble: (Now much more attentive - they are becoming involved - many will nod, "yes.")

Conductor: "Good. Let's do it again; this time, as soft as possible - just like the music says."

Ensemble: (Plays, this time almost pp).

Conductor: (Stops at the same point as before) "Really great! OK, tell me truthfully: Is there anyone who can play even softer than this last time - which was already much, much better?"

Ensemble: (Most hands will now go up).

Conductor: "Great! For the last time, now - as long as it's really and truly the softest you ever played in your life. (Pause) 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!" It's happening; they're realizing it's their responsibility and they're energized by what they hear...by the tangible improvement).

Conductor: "Great. Here we go." (Smiles as if s/he and the ensemble are united in this neat little conspiracy; assumes pose of total calm, closes eyes, and begins conducting with the tiniest of gestures since s/he no longer needs to tell them 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 in approval). "How was that?"

Ensemble: (Most everyone smiles with surprise and delight).

Conductor: "Right. That was magic. (Pause) And who made the magic?"

Ensemble: (Embarrassed smiles)

Conductor: "No - really - talk to me - 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)

Conductor: "100% right. It was you. You - each one of you - took responsibility for your playing. You thought. You listened. And you did it. Congratulations!"

Ensemble: (More smiles and some wriggling in the seats because kids will also be 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 is exciting, but scary. And almost all this is unconscious).

With All Best Wishes,



David Barg, Learning Center Director
The Classical Archives, LLC
email: david@prs.net