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CLINICIAN SERVICES for
Bands, Orchestras, and Choruses:
IGNITING STUDENT RESPONSE
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Dear Colleagues: Greetings!
I've developed clinics to help us get more of we want:
 | | Our ensembles to sing and play with accuracy, expression, compelling rhythm, and pleasure.
| | | To engage our students and build active participation from the beginning to the very end of rehearsal.
| | | The young musicians to watch us and to observe every marking on the page – especially the ones | | | they’ve penciled in.
| | | Rehearsals that achieve tangible, lasting improvement
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And since we know:
| | What we want from our ensembles - musically and personally;
| | | How we want the music to sound, and;
| | | How to communicate all this to our students;
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The key issue for us, then, is getting the students to do what we ask.
That's exactly the learning outcome of my clinics:
Increase students' response to your leadership.
YOUR GOALS DETERMINE OUR CLINIC CONTENT
General clinic goals often include:
| | Meeting specific stylistic, musical, and technical challenges;
| | | Energizing/fine-tuning ensemble for concert/competition;
| | | Building ensemble skills with music you're rehearsing
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Achieving those - or any other - clinic goals requires growth in these areas:
| | Attention and engagement; intensifying and maintaining;
| | | Watching & Following your gestures
| | | Marking the music
| | | Observing dynamics and expressive markings
| | | Rhythm; tightening; checking rushing/dragging; taking your tempo
| | | Listening: to: You!; other sections; themselves
| | | Expression: intensifying connection with – and expression of – the music
| | | Analytical and thinking skills
| | | Self-awareness, self-image, and self-confidence
| | | Responsibility: as an individual; as a member of a team
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BAND, ORCHESTRA, CHORUS CLINIC FORMATS
Half-day at 1 or 2 sites:
| | Rehearse one/more ensembles during normal/extended periods;
| | | Follow-up conversation to support progress made at clinic
| | | Other follow-up activities if desired
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Full-day at one or multiple sites:
| | Rehearse ensembles during normal/extended periods;
| | | Follow-up conversation to support progress
| | | If desired: pre-/post- with conductor, others.
| | | PD workshop, if desired
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2-3 day residency:
| | Same as above; to include rehearsals, concerts, PD workshops;
| | | Other activities as requested/suggested
| | | Single or multiple sites, District-wide | | | |
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Selected Comments from:
TEACHERS
"Mr. Barg's work with my middle and high school orchestras for the past 6 years has resulted in phenomenal growth of my
students as musicians. They thoroughly enjoy working with Mr. Barg and eagerly anticipate his visit each year.
They feel he works them hard, but the results are well worth the effort he expects from them. They remain motivated long after
his visits and talk about how he changed their concept of the music and their ability to perform it."
Kathleen McCullough, Orchestra Director, Blue Valley Northwest HS, KS
“After watching David clinic ensembles, I'm able to go into a group of bored, squiggley pre-teens and, with the memory of David
Barg’s exhortations in my ears, I can turn those kids into attentive, sitting on the edge of their seats, looking at me with all their
muscles straining to play the music as it should be played, and I’m a happy woman!”
Jody Naifeh, Tulsa, OK
“From the very first moment of his contact with the orchestra, David established a truly wonderful and unique communication with
our young musicians. His style was enthusiastic and delightful.
He differs from most conductors in that he has a very exact knowledge of both pedagogical and performance goals. He showed a
profound knowledge of the works he conducted, and demonstrated the highest artistry and a wonderful sense of humor. At the
same time, he is highly demanding and persisted until he achieved the results he wanted.”
Anatoly Levin Professor of Conducting
Moscow Conservatory College
STUDENTS
"My experience with David Barg differed from other rehearsal experiences because I really put myself out there, for taking risks,
for going beyond my comfort zone, and for growing both musically and personality. I appreciate you for really helping me become
musically mature through band."
Kansas MS trumpeter, age 12
"I learned how awesome it is to learn a piece of music in great detail. Music can always be way improved and I enjoy it more
when we take it to a different level. Also, I started to hear the other sections. All of a sudden, my first violin part meant simply a
part of the whole orchestra!"
Colorado HS violinist, 16
"Your training techniques are really great and I know that you definitely helped us to get our "1" at State."
Missouri HS chorister, 15
"Mr. Barg helped me to raise my level in orchestra. Rehearsal was a lot of fun and we saw things in a different way. Like when
someone made a mistake, Mr. Barg told us to clap for them because they made the mistake because they looked up at the
conductor. Instead of always watching the music."
Minnesota elementary school clarinetist, 9
MUSIC EDUCATORS & ADMINISTRATORS
"David was terrific, engaging the kids at every turn, and clearly making a friend of the teacher and stimulating her thinking and
process.
I was every bit as impressed as I had been with the materials and recommendations he came with."
Thomas Cabaniss, former Director of Education
The New York Philharmonic Orchestra
"Thank you for coming to Houston and presenting over 26 hours of workshops and classes with student and teachers in the Spring
Branch and Houston Independent School Districts. You have done great work to inspire both teachers and students to pursue their
studies in music. The high level of excellence that you seek to achieve for yourself and inspire in the young performers is
remarkable. All the while, the students are working hard but having fun, too. That's what learning is all about!"
Colleen Morimoto, Executive Director
Young Audiences of Houston
"It is rare than an individual can impact on a group of people and a place in the way that David Barg did when he workshopped our
high school, primary, and beginning bands. His unique approach to teaching, especially the way in which he focused on the
personal growth of each individual in the group catalysed in every participant the sense of self-worth that fosters active
participation and responsibility for learning and creating. This, in turn, resulted in dramatic improvement in their music."
David modeled enthusiasm, commitment, intention, and hard work. He presented his information in a dynamic and humorous way,
while his serious messages were not missed. His excellent clinics raised morale in out groups and lifted expectations for
competitions that we were due to enter, and in which we were subsequently successful. He worked sensitively, encouragingly,
and expertly, leaving us empowered and thankful."
Daphne Flax, Creative Arts Coordinator
Masada College (K-12), Sydney, Australia
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