7:30 am morning rehearsal. Kids are mostly sleepwalking. They’ve played the music for a few weeks and know the notes.
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Conductor
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“From the beginning…it’s marked pp, so very softly, please.”
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Ensemble
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(Plays, dynamic: mezzo-something)
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Conductor
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(Stops conducting and says nothing; looks at Ensemble with puzzled look)
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Ensemble
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(Looks back with blank looks; they’re still asleep and it’s so early.)
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Conductor
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“Why did I stop?”
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Ensemble
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(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.)
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Conductor
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(Repeats question) “Helllloooo! Why did I stop?”
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Ensemble
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(More blank stares and still no answers.)
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Conductor
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“You mean I have to tell you what’s going on? You weren’t listening to what you were doing? Let’s begin
again.”
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Ensemble
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(Some kids marginally attentive, getting the idea, maybe, that they have to do something different. They
play and – it’s still mezzo-something.)
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Conductor
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(Stops) “ OK, OK. Now do you know why I stopped?”
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Ensemble
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(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.”)
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Conductor
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(Looks around at orchestra): “Any of you agree?” *
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Ensemble
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(A few hands will now go up – some for show, some because they actually did listen and heard that it wasn’
t really soft.)
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Conductor
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“Good. Let’s do it again and please listen if you’re playing pp. You might even want to circle the pp with
your pencil to remind yourself.”
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Ensemble
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(Plays it again; this time, more softly.)
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Conductor
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(Stops) “How was that?”
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Ensemble
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(Some nods, some smiles, more hands go up: “it was softer.”
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Conductor
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“Great. Can we play it still softer?”
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Ensemble
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(Now much more attentive – they’re becoming involved – many will nod, “yes.”)
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Conductor
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“Good. Let’s do it again; this time, as soft as possible – just like the music says.”
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Ensemble
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(Plays, this time almost pp.)
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Conductor
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(Stops at the same point as before) “Really great! OK, tell me true: Is there anyone who can play even
softer than this last time – which was already much, much better?”
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Ensemble
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(Most hands will now go up.)
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Conductor
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“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?”
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Ensemble
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(Several kids will raise their hands or shout out, “Listen!” It’s happening; they’re realizing its their
responsibility and they’re energized by what they hear...by the tangible improvement.)
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Conductor
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“Great. Here we go.” (Smiles as if s/he and the ensemble are united in a 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.)
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Ensemble
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(Plays pp)
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Conductor
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(Stops, smiles and nods head in approval.) “How was that?”
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Ensemble
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(Most everyone smiles with surprise and delight.)
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Conductor
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“Right. That was magic. (Pause) And who made the magic?”
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Ensemble
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(Many Embarrassed smiles)
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Conductor
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“No – really – talk to me – Who made that gorgeous, unbelievable, magic sound?”
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Ensemble
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(Someone will say, softly) “We did”
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Conductor
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“You mean it wasn’t me with my little baton?”
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Ensemble
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(They keep smiling, sheepish but proud absolutely)
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Conductor
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“100% right. It was you. You – each one of you – took responsibility for your playing. You thought. You
listened. And you did it. Congratulations!”
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(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.)
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* Easy way to keep everyone involved when working with one person or section.
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