Posts Tagged ‘rehearsal’

Symphony: The First Rehearsal

Tuesday, August 26th, 2025

An old piece of advice given to composers is to not attend the first rehearsal of your piece. I think I first heard this in graduate school, when I had written Five Rhythmic Etudes for The Ohio State University Symphony Orchestra, and Dr. Marshall Haddock was fairly clear that coming to the first rehearsal–as I gladly would have–would be a bad idea.

The performers and conductor just need a chance to figure out the big questions, to answer those questions in their own way, and to, honestly, make a mess. Composers can be insecure, and might panic at the sound of musicians–even good ones–sight-reading their way through the music that the composer has labored over, seemingly ignoring the details painstakingly put into the score one at a time, but also at the same time missing the very obvious big picture.

So, I suppose one drawback of writing a symphony for the orchestra that you conduct is that you must, of course, be present at the first rehearsal.

For my Symphony in G, “Doxology,” that was yesterday evening. Over the summer months, as it got closer, I became anxious about putting this music before a group–the Lakeland Civic Orchestra–that has grown to be my most cherished musical collaboration over the last thirteen years. We have come a long way, and had some great moments, and they have been patient with me as I’ve grown as a conductor and musician, forgiving my missteps and tolerating my preferences and foibles. I, in return, have tried to give them the experience they are looking for: meaningful music, played as well as we can, with opportunities for growth, and for community.

Putting this work in front of them was an exercise in mutual trust: I trust the orchestra to do their best with what I’m offering, and the orchestra trusts to put them in a situation in which they can be proud of the result.

It was the first rehearsal of the semester, so we began with a fair amount of housekeeping and preliminaries: announcements, passing out music, collecting information. It was like any other first rehearsal of the term. By 7:50, it was time to make music, and we turned to the first movement.

I had long thought about how to start this rehearsal. For better or worse, I decided that the orchestra should hear it as our audience will hear it: from start to finish, and so we began at the beginning. With a word to the violins about performing their natural harmonics, we dove in. We had a few absences last night, but a satisfying chunk of the orchestra was present, and reading overall went very well.

I think the first movement is far and away the most challenging–we took the faster sections under tempo, and it will take some work, but the music was, to my ear, mostly recognizable, and for large stretches, we stayed together. It still took about 25 minutes to get through the movement (about double the calculated time), after some starting and stopping, but I’m confident that it will arrive if not at my marked tempi, at least close. I will admit to being one of the weak links: the changing meter at this speed is going to be something that I need practice with before I can truly lead it with confidence.

We continued through the next three movements, with the members of the orchestra surprising me with their persistence, diligence, and willingness to go forward: again, this is trust between us, and it is working. Whatever concerns I might have had about a disastrous first rehearsal proved unfounded: we moved slowly, and at times haltingly, but no more than with any other reading session. I tried not to get bogged down in explanations, although the aleatoric section in the second movement took some time, but with positive results. All told, it was a successful and satisfying hour spent getting a first overview of the piece: I didn’t stop to rehearse or correct; only when necessary to regroup. I have my marching orders for the next few weeks of rehearsals, skipping next Monday for Labor Day.

My overwhelming emotion about last night is gratitude. I’ve asked 50 people to volunteer to follow my compositional whims, and they’ve accepted, so far. I’m grateful that God has put my life in such a way to make the Lakeland Civic Orchestra a part of it, and that the members of the orchestra share my vision for what a community orchestra can be. It has made my job at Lakeland a job that I can’t imagine leaving willingly, no matter how many sections of Popular Music I have to teach online.

After we played the piece, I waxed poetic about how I felt about the group: I think I truly would rather have them premiere this piece than a professional orchestra made of strangers. A performance by the Cleveland Orchestra or the Cincinnati Symphony might be good for my reputation in the wider world, but it would in many ways ring hollow: strangers would be paid to play just another work, with rehearsals governed as much by the clock. The result might be closer to perfection than what we will attain at Lakeland this fall, but it wouldn’t be nearly as personal, nearly as meaningful.

And it was a relief: this piece I have worked at for six years was not an exercise in futility. It’s a piece we can play, and there isn’t any reason to rethink the program for November 9–which is fortunate, because the news is starting to be out there. Last week in the State of the College talk, Lakeland’s president Dr. Sunil Ahuja, who has been supportive of the Civic Music Program, mentioned both the program and the fact that I was writing a piece. People are talking, at least in my little world.

Last night, one musician asked if anyone had played my symphony before, and, since we had just finished our reading, I responded, “you have.” With that, I have not only written a symphony, it has been performed, and for perhaps its most important audience, the people who I wrote it for, the Lakeland Civic Orchestra.

Podium Concerns

Tuesday, September 26th, 2023

If you’re like me, you’ve been following the drama unfolding at the Cleveland Institute of Music surrounding their current orchestra director, Carlos Kalmar. If you haven’t, here’s an article from last week that sums things up: https://van-magazine.com/mag/cleveland-institute-of-music-carlos-kalmar-discrimination-bullying/

It occurred to me that a few ideas about the direction we all ought to take as ensemble leaders might be in order.

We live in a time and place where educators are expected to pay close attention to the emotional needs of their students. Gone are the days when sarcasm, vitriol, and personal attack were accepted as marks of sincerity or even genius in a conductor. We have all been musicians in this type of situation: I myself played for several years in a community group led by a man whose podium talk resulted in an almost continuous turnover in the membership of the group.

I stayed because we played well, and I had a group of friends in the band, but we could have been better if that director’s nastiness hadn’t driven away many good musicians. I never felt personally attacked, but I saw good people and good musicians bullied out of the group by a director who relied on intimidation and verbal abuse.

As a twenty-something trombonist in that group, I felt challenged and pushed to be the best musician I could be, and I felt that I was learning from people who were vastly more experienced than I was (I learned how to tear apart a Sousa march and make it really hum along in that band).

As a forty-something father, I wouldn’t want my children to come in for that kind of abuse, and I’m pretty sure I wouldn’t stick around for it, either. (Even though I never felt like a target, that director eventually declined to write a recommendation supporting my application to graduate school, so that’s about where I stood with him).

Today, it is incumbent on us as musicians, leaders, and music educators to find a balance between rigor (and the honesty that goes with it) and kindness.

So: some friendly suggestions, take them or leave them:

  • Be aware of the variety of ability levels, ages, and backgrounds in our community groups. Some of your musicians have multiple music degrees, while others have only part of a high school experience. Some are retired and have plenty of free time, while others might be full-time college students with full-time jobs.
  • Remember that your two-hour rehearsal should include a break. This is built into the class schedule as the 15 minutes past two hours, but many of us just wrap 15 minutes early… it may be time to revisit this policy. At one time, the Civic Orchestra used this as a coffee break, and there was socialization (the coffee pot is still in the locker!).
  • Balance teaching music and making music. There should be some of both in your rehearsal; I tend to lean more on teaching early in the rehearsal cycle and making music later.
  • Strongly consider playing or singing every note at every rehearsal. This isn’t always what we would do in a daily rehearsal, but remember that someone who misses a weekly rehearsal could very well go two weeks without looking at their music.
  • On a related note: tell musicians what they should practice, but in the back of your mind, don’t depend on outside practice. They all have busy lives.
  • Similarly, consider giving a week’s warning to a section before you jump into that one difficult passage.
  • Consider holding sectional rehearsals: we all have musicians in the group who could run their section if you split the group up. This eliminates the trombonist’s dilemma of waiting through long stretches while others practice their parts.
  • Have a plan: going into rehearsal with a detailed plan keeps you focused and gives energy to the proceedings. My plan usually consists of a set amount of time for each piece along with a list of “spots” and possible solutions.
  • That said, be flexible: the military adage is that “no plan survives first contact with the enemy,” and it’s true in rehearsal, too.
  • Consider recording your rehearsal.
  • Don’t forget to practice yourself: mixed meter is the bane of my existence, but I love modern music, so what’s a guy to do? I wave my arms around like a crazy person with a baton at home until I’ve got it.
  • Everyone in the group is doing the best they can that day. It will never be perfect, and any imperfections are not personally directed at you.
  • Say “please” and “thank you” a lot. All of our arm-flapping would be pointless without the people in front of the podium.
  • Don’t be afraid to acknowledge your own shortcomings—and then work on them!
  • Before you say something, use the THINK acronym: is what I’m about to say True, Helpful, Inspiring, Necessary, and Kind? Above all, be kind.

I became aware of Bible verse that has a lot to do with how we perceive ourselves on the podium and as teachers, and when it was in the sermon a few weeks ago, it really stuck with me:

“…Jesus said [to the Pharisees], “It is not the healthy who need a doctor, but the sick. But go and learn what this means: ‘I desire mercy, not sacrifice’.

Matthew 9:12-13 (New International Version)

There’s a whole context here, but the question we should be asking is whether we are demanding sacrifice from or offering mercy to our students and musicians.

For many years, I didn’t offer mercy to students, and demanded only sacrifice, and it made all of us miserable. I hope that you can learn from my mistake in this! Students have trouble learning and musicians can’t make music when they are constantly asked to sacrifice for our vision of their art but not granted mercy in return when life keeps them from achieving that vision.

I’m happy to discuss any of this with anyone, and certainly, I would love to benefit from everyone else’s experience, so don’t hesitate to reach out.

Progress on “Progress”

Wednesday, September 23rd, 2009

We’ve been in rehearsals the last month for “Progress Through Knowledge,” my new band-with-choir piece written for the Centennial of Oklahoma Panhandle State University. I’ve been increasingly gratified with how the piece is coming together, and I’m excited about the premiere on October 8. As I wrote the piece over the summer, not knowing exactly how the two groups would come together, I agonized over the scoring, particularly in its thickness. We’ve made a few changes to the piece as the result of hearing it in the hall, but only in scoring, and generally thinning out, not adding. The real test will come a week from Monday, when the two groups come together.
I never seem to tire of this process. The real payoff is seeming a piece come to life for the first time, helping the performers to realize my vision. I’ve said before that “Music is about people,” and over the last few weeks, I’ve come to see that I still believe this. How does one apply this in the more routine situations we face as musicians and as teachers? Simply, I think it means that in music theory class, we never present only facts… we must remember that a scale or a chord progression has an emotional, human impact on the listener. We must link what we want to know about music to who we are as human beings. It is not simply enough, as I tell my students, to know that a major second comprises two half-steps, but rather we must make the major second a part of our experience… not just understand it, but breathe it, live it. Getting my students to really do this has to be my job, at least in first-year theory. An appealing approach in this regard is found in the book “Harmonic Experience” by W. Mathieu… some of his conclusions are off, but his approach–rooted in Eastern tradition–can’t be denied.
Somewhat of a ramble, but there it is…