No Wasted Moments

Abstract

B rrring! The sound of the end-of-the period bell pierces through the band's playing, creating a startling, jarring dis sonance with the notes of the piece. By condi tioned reflex, the students cease playing at the sound of the bell, and all quickly rise to pack up and leave the band room before the next bell. The director raises her voice over the de parture din to remind the players to practice the movement they had just been rehearsing and that their field trip permission slips are due tomorrow. Few students hear these final words as they stampede out to avoid being late for the next period. Sound familiar? How about this one? Brrring! Same school, same music depart ment, same bell signaling the beginning of the next period. In the adjacent rehearsal room, the choir teacher opened the classroom door at the bell, stepped to the doorway, and stands awaiting the arrival of his students. Music is playing on the classroom sound system, fill ing the room with a recording of a work by the composer of one of the incoming choir's repertoire pieces. Chairs are arranged in an organized manner. The choral folder cabinet is near the door for easy pickup and return of folders. Posted on the board is a written rehearsal agenda containing the order of the pieces to be rehearsed and that day's target objective for each piece. Next to the posted agenda are the words THIS fol lowed by the cue Be ready to discuss how this recording illustrates the dynamic con trast we are seeking in our own piece by this composer. As the students enter and retrieve their folders, the teacher greets each by name with eye contact and a smile and reminds each to attend to the DO THIS NOW cue on the board. When the start-of-the-period bell rings, all choir students are seated and provi sioned, as well as aurally, visually, and men tally focused. During the first minutes of the period, the teacher asks students to respond to the listening focus question, getting many to speak about what they heard and how it connects to the upcoming rehearsal. These two anecdotes are identified as