CBC Notes

Anna Featherston
MUSIC 518
Dr. Frank Tracz
6 February 2019
CBC Notes
Gilbert, AFC, 8:00-8:40, Friday
-overall very organized

-talking very loud and clearly
-I’m sitting towards the back of AFC and I can still hear him well
-only took 22 minutes to get completely set up and start warming up
-warmups -singing is an important part of warming up
-rehearsing the music
-lots of listening to each other and stepping back to hear the band
-letting sections know when they did something right
-very big conducting so everyone sees and pays attention
-trying not to waste any time -moving fast, but still caring about what is going on
Lubaroff, McCain 201, 8:43-9:03, Friday
-talking much softer, but students are paying attention

-telling about the piece before starting
-very linear conducting, but still easy to follow -arms much higher than I’m used to seeing
-recognizing Labuta motions we practiced a fair amount last semester
-talking out what’s happening as their playing
-remember to play the piece not note to note, but in entire phrases -where are you going
-how do you expand dynamic range
-how to release a note and make it “melt into the next measure”
-applying one part to the rest of the piece
-patience is extremely important for a slower piece
Tracz, McCain Stage, 9:07-9:27, Friday
-obviously listening intently while directing

-talking cannot happen in order for progress to be made -“great bands have great discipline”
-walking around to talk to the ensemble instead of staying on the podium
-balance -individual sections at a time and then putting it together
-what the entire ensemble needs to be listening for
-lots of left hand used when conducting -conveying emotion, cues, dynamics, and more
-skipping around and not spending too much time on any one part
-already moving the tempo up
-dramatic conducting that is very easy to follow
-importance of sight reading on a regular basis
-serious conductor, still friendly, joking with the oboes, stories are helpful
-approaching a good ensemble attitude and helping each other out
-take responsibility to stay in time
-“listen for something you haven’t heard before”
-internalize the pulse
-why it didn’t feel like an hour and a half -having fun -engaged/actively involved in the process
-learning something new is interesting
Koutsulius, Nichols Stage, 2:05-2:25, Saturday
-conducting high and into the ensemble -lots of loops -lots of left hand -gentle cutoffs
-play lovingly -no harsh attacks
-entrances are important -must be ready
-asking ensemble to mark a lot
-very frustrated by wrong notes -stopping frequently to fix mistakes
-percussion seems very confused
-how to mark music to not get lost
-music may be too hard for the ensemble?
-breaking down rhythms
Pursell, K Ballroom Union, 2:36-2:56, Saturday
-need to see everyone’s eyes

-importance of staying with the percussion when getting off
-letting sections take breaks while working with other sections
-sound like snares
-speaking rhythms together -play what you sang
-listen to what’s happening in the other parts
-clapping and counting while ensemble plays -not so much conducting, but still very helpful
-think about how to have to play in performance
-coming in together
-own up to your mistakes as a director
Ghiglione, McCain 204, 3:03-3:33, Saturday
-keeping percussion busy so they aren’t getting in trouble

-music jokes to keep the air light while the percussionists are getting what they need
-ensemble is comfortable with each other
-“tonight’s rehearsal is going to show honesty”
-what exactly needs to be worked on in order to perform well tomorrow
-rehearsal didn’t seem very productive
-everyone was tired and it didn’t seem like he wanted to be there
Linn, West Stadium 117, 8:28-8:50, Saturday
-“it’s not a race; we all have to start and finish together”

-counting off two measures before starting because some are getting off -seemed to fix it
-not afraid to tell the ensemble like it is because he cares
-difference between yelling and singing loudly
-write above a measure for who to listen for
-clearly know what dynamic to play based off of the size of his conducting
-nodding his head in approval of a sound
-working transitions
-leaning into the music
-facial expressions become much more pleasant when he likes what he’s hearing
-“make a group sound, not an individual sound”
-intensity is okay as a director
-“make something amazing today”
-off the podium to talk to the ensemble/answer questions
-lots of use of left hand
Diane Koutsulis-“Everything Counts” (viewed online)
-students can smell bs

-students should expect preparation and practice from the teachers too
-know what you want clinicians to work on in advance
-you and your band have to have a healthy relationship
-you need to be able to say that the clarinets in your band aren’t as strong
-your office should be your sanctuary
-you need to get along with the other music teachers for everyone to be successful
-at the end of the day, we want support from everyone
-it’s okay to be a diva as long as you know what you’re doing is good for the students
-you need to be friends with the principal
-principals need to support the music programs
-principals also need to know what the music programs are up to
-invite the principal to come to your events
-the principal probably won’t show up if you don’t invite them
-parents should be able to sit in rehearsal
-become friends with teachers in other departments
-diverse populations are great for your programs
-know what everyone does and how it will work with your rehearsals
-find different ways to make your bands better
-listen to other bands
-competing doesn’t mean you can’t work with those your competing against
-differences in bands help each other
-you need to have a relationship with the music
-be selfish, make the music being produced gratifying for you
-your students should know who your favorite composers are and why
-pick music that is really special and worth learning
-find value in all music performances
-what about music makes it good to you?
-care about the music you pick
-don’t just pick it because someone else wanted you to do it
-everything you do counts
-take some time off to spend with your loved ones
-take care of yourself
-be consistent with punishment
-be proud of your own work and work hard
Don Linn-“Flipping the Paradigm” (viewed online)
-enrich your students lives by informing them about other things than band
-cross-content connections
-music is worthy
-don’t apologize for music, advocate for it
-music is not under any other subject
-music is crucial, life-saving, and soul-saving
-what can other content areas do for music?
-who’s making what we do in the music classroom better?
-expression
-how can you make the musical lives of your students better?
-incorporate singing
-extreme expression
-tear apart the text that comes with the music you are playing
-points of significance between words and music
-words can help you understand the music
-where to put the peak of music
-Music vs music
-Music has real expression
-identify the characters in a piece
-mark what’s a big deal
-how parts of the music help understand other parts of the music
-analyze the rhythm of the poetry/text
-where do they need help?
-music and poems both have form
-public speaking and performing
-audience awareness
-confident content/testing/rehearsing
-do you value the music you’re creating?

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Anna Featherston

-overall very organized

Lubaroff, McCain 201, 8:43-9:03, Friday

-talking much softer, but students are paying attention

Tracz, McCain Stage, 9:07-9:27, Friday

-obviously listening intently while directing

Koutsulius, Nichols Stage, 2:05-2:25, Saturday

Pursell, K Ballroom Union, 2:36-2:56, Saturday

-need to see everyone’s eyes

Ghiglione, McCain 204, 3:03-3:33, Saturday

-keeping percussion busy so they aren’t getting in trouble

-“it’s not a race; we all have to start and finish together”

Diane Koutsulis-“Everything Counts” (viewed online)

-students can smell bs

Don Linn-“Flipping the Paradigm” (viewed online)

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