Monday, December 6, 2010

Book Review: Conducting Technique for Beginners and Professionals

"Conducting Technique For Beginners and Professionals" 3rd Edition - By Brock McElheran, Forward by Lukas Ross. Published by Oxford University Press 2004 198 Madison Ave New York, NY 10016
The Little Green Book

 When I began graduate conducting studies I was told to buy one book, the aforementioned one. This is probably the smallest, yet most useful textbook I have ever purchased. It applies across specialities(wind, choral, and orchestral) and is a fun read. Yep, I said it a fun textbook. I also found out that, without discussing it, both the Director of Bands and the Director of Choirs at Wright State both use this book for undergraduate conducting.

Professor McElheran

McElheran(1918-2008) was the Director of Choral Activities and Professor of Music at the Crane School of Music, SUNY-Potsdam. He retired in 1988 and the last published version of this book was reviewed four years prior to his passing at age 90. His witty insights well live on in this text. I'm so glad Dr. Booth gave it to me.

The book is broken down into 27 short, easy to digest chapters, over the course of 129 pages. Chapter progression is designed for a quick overview of conducting technique and other problems. Each short chapter, seemingly averaging around 5 pages, ends with "assignments" for beginners and professionals. The questions are thoughtful and really should be done by everyone, whether you consider yourself a green beginner, seasoned professional, or someone in between. Everyone has something they can tweak from the book.

I grabbed my highlighter and a pencil and went to work marking things that I want to be able to find quickly. I think I will need to read other texts and explore options before I'm done with study, but I will try to hold myself to at least going through and reading my highlighted portions once a term.

The book also has great diagrammed beat patterns.  It's really a conducting survival guide that could be read in a few short sessions. If you're serious about being an effective conductor, this needs to be on your desk.

I'll leave you with a few of my highlighted passages all are the words of McElheran.
On the most important requirement of a conductor: "Make the performers want to do their best."

"Conducting technique must be studied and practised, during the entire career of the conductor."

Baton Fact: "A baton magnifies any hand quiver to a conspicuous degree."

"Beat is a moment of time, a split second infinitesimally small, like a point in geometry. It is NOT a duration."

"Remember that you must show the performers what to do before they do it."

"Every musician, instrumental of vocal, should count every rest his entire life."

"A conductor who cannot follow is almost as weak as one who cannot lead."

"Stokowski keeps a large colored pencil handy and writes warnings to himself in large letters." (Note: no one is every magically able to remember everything. Write it down, if the masters do, we all should.)

"Be sure that everything you do has a purpose, and that it has a specific effect on the music. Otherwise eliminate it. Guard against extra loops and waggles which are not called for in the music."

"The best way to become distinctive is to develop a conducting technique which is clear and totally subservient to the music. This will mark you as a rarity among conductors."

"A start must look like a start. Anything before a start must not look like a start."

"You must constantly remind yourself to listen. A well-known corporation hangs a sing saying THINK in all its offices. Our slogan must be LISTEN."

"Performances are never perfect." and followed by "Music is for enjoyment."

"I am merely the builder who follows the composer's blueprints in re-creating this masterpiece."

"It is the ability to listen, think fast, and communicate with hands, arms, and face that marks the good concert conductor, as contrasted to the good musicians who can train performers. He combines artistry, knowledge, and sensitivity with speed of thought and action to re-create the music every time he conducts."

"Two mottos should be on every conductor's mind and wall: "WORRY EARLY and ONE PERCENT OF CONDUCTING IS CONDUCTING."

Thursday, December 2, 2010

Book Review: The 20th Century American Wind Band/Ensemble

The 20th Century American Wind Band/Ensemble: History, Development, and Literature - by Frank Battisti Published by Meredith Music, First Edition 1995. (Does anyone know if there's a new edition?)

About a week ago I finished a text about the History, Development, and Literature of the 20th Century American Wind Band. Dr. Booth recommended it to me as we started a "History of Wind Band and Literature" class during my first quarter of graduate studies.

Out of the books, I have started reading for coursework this has been the most interesting. I have found facts and figures, but this book really seems to explore how serious works for the wind ensemble came to be after 1900. It was published in 1994 so it doesn't deal with out current new works, but the bulk of literature I really enjoy so far comes from this period. The development of our medium is still so young when you compare us with the orchestra. I wonder where the wind ensemble is headed...

The book includes an easy to read format outlining periods in development by year. It's broken down by 1900-1959(The Early Years), 1960-1974(Changes and Growth), 1975-1989(Expansion and New Connections), 1990-1994(Two Different Worlds and Exposures), which leads up to the publication of the book. The last half of the book tackles the topics of; Commissioning, Contemporary Wind Band, Repertoire Establishment and Program Planning, School Band Repertoire, and Challenges.

The Appendices have helpful lists and information on the chronology of literature, recommended literature for HS Wind Bands, Instrumentations of ensembles 1952-1994, recommended reading(which I will be checking out), and the bibliography. There's also an index that can quickly help you find information within the book about certain pieces, composers, and compositions.

The author, Frank Battisti, has served as the Director of Wind Ensemble Activities at the New England Conservatory. He is also a past President of the College Band Directors National Association(CBDNA) and found of the National Wind Ensemble Conference, World Association of Symphonic Bands and Ensembles(WASBE), and the Massachusetts Youth Wind Ensemble. He's active guest conductor, clinician, and contributor to professional journals and is considered one of the foremost authorities on wind literature.

Before reading this book he was just a name of another conductor and college professor that I'd seen on a program or in a book somewhere. This might make me seem naive, but aren't we all? Isn't the point of further to study to teach us what we don't know, not pat us on the back for what we do? I'm really enjoying discovering things like this through my studies.

That's probably why I'm spending so much of my break in the Dunbar Library. Here's to learning!

Saturday, October 30, 2010

The Score Marking Dilemma

First quarter of Grad School(yes the quarter system is weird) is almost complete. I performed in my first concert in a long time. Still in awe of playing on the Hindemith "Symphony in Bb" and Rodrigo's "Adagio" is one romantic, fiery piece! It's been 5 years I think and my chops have sure let me know it, however I think I'm in better shape now then I ever was in my undergrad...

playing with my iPhone4
Wind Symphony and Chamber Players gave a good concert last night. I was glad to be part of it, but I can't wait to be conducting them next quarter. The piece is still TBA, but I'm starting to score study some options. That brings me to the point of this post. Why can't I find a score study method that is clear, thorough, uncluttered, and makes perfect sense to me???

In an effort to relieve my headache this afternoon. I took a break from marching band rehearsals at Centerville and marking up scores to "google" score study. Here are a few links I found:



So I read through these today and I'm just as confused as before I started. I am in grad school to try to find my conducting "voice" or my style, and of course to gain credentials for a good job.

I sit here now with my erasable colored pencils with which I have marked dynamics and time and cues and wonder if I should do less. My score looks cluttered, but I can easily see what's happening. Then again am I too focused on what I've carefully marked in the score?

Should I do a little less and write more in the margins? Should my cues be like ( connecting those I want to cue? How do I make sure I take care of percussion too? Should I use highlighters? my colors? Just a regular pencil? Macro? Micro?? ahh what I'm I supposed to mark to help me help the ensemble? Should I mark spots to listen for common errors? How do I show who's the counter melody together without making broad strokes across the whole page? How do I show phrasing? How to I keep track of rapid fire meter changes.

Looks like I'm going to take this to the www.musicpln.org! Then again I know in the end it's all personal choice. I just don't know how to get there now. What is my method and how do I discover it?

My mentor keeps telling me that everything in life is a conducting lesson. He also says that I will leave our lessons with more questions than answers. The great thing is I didn't even have a lesson today.

Tuesday, October 12, 2010

20 Minute Update

Grad school isn't a cakewalk, ironically neither is "Cakewalk" from Bennett's Suite of Old American Dances...

We're are halfway through the quarter(I know it's weird to not be on semester's. I think that all the time) and I'm busy, you can tell by my lack of blogging, but I love it. I'm being challenged and depending on when you ask I'm either overwhelmed by, or immersing myself in learning. I'm sure for Jes it's like living Dr. Jeykll and Mr. Hyde. I'd like to come up with creative music names for that, but it's 10:30 and I have trumpet lessons tomorrow so I'm not witty.

Anyway, my schedule is very different based on the day, which is a change from teaching 5-12 band. Somedays are packed with conducting lessons, wind band literature class, trumpet lessons, studio class, and a number of rehearsals(chamber players, wind symphony, symphonic band, pep band). That doesn't include lunch or coffee with my new found mentors. Somedays I don't have anything "official" to do until 1PM. I never seem to have a shortage of things to do, including those random tasks assigned to grad assistants.

I have mentioned my connection to the Centerville Jazz Band and I'm enjoying that as much as I am school. The hours are pretty tough, but I would really miss working with kids like that. It's like taking the best students at my old HS gig and multiplying them in number by 15. The most surreal moment so far: I'm talking to Mr. Wayne Markworth about doing an independent study with him next Fall at a rehearsal last week. I said, "Mr. Markworth, do you think we can use the CJB as part of independent study." He replied, "Not unless you call me Wayne." He has always been a distant legend in my eyes, now I'm standing beside him, calling him Wayne. He also added me on Facebook. Seriously, it blows my mind.

The Pep Band(my ensemble) is taking off. The students are working really hard to make it a more professional group and the numbers are growing. I'm hoping that fans and athletics will take notice. We started with around 20 members and it looks like we're going to break 60 next quarter. I'm learning how to pound the pavement for recruitment, even though it's not something I was comfortable with I know it has to be done. We have volleyball this Friday, but really I can't wait for basketball to start.

My trumpet playing is getting better thanks to a great new trumpet teacher, Dan Zehringer. He actually played a gig this summer with one of my former teachers, Dr. Bruce Briney. Small world. I'm working on the Hindemith Sonate for Trumpet. It's pretty far above me, but the range isn't bad so at least I'm not fighting that demon. After my audition I was told my tone was too bright, I sounded like a jazzer(kudos Dr. John Cooper right?). I'm working, but it's slow. Not sure I'll take trumpet every quarter it's struggle to find time to practice both trumpet and conducting enough. I always feel like I'm short changing something.

The best moments of learning so far have came in informal ways. I had coffee(well both of us drank tea) with Dr. Jagow to talk about how she does score study. I like to use color and so does she so it was great to have her help me articulate why I use color. We spoke about how much we like where we are and how different things are in Canada(her home). We even had a visit with another professor's parents and toddler daughter. It's great to see the teachers as human, with families...you know normal, but awesome like I hope to be someday.

I spent 10AM-2PM with Dr. Booth today. We conducted, we talked history, then we went to lunch. At Arby's we discussed pieces we thought were cornerstones of wind band lit as well as the "coming of age" composers I have played a lot of and had my students play. Over a market fresh sandwich and curly fries we talked about "La Fiesta"(he was shocked someone my age listed that piece) I really enjoyed that talk today and I hope for many more like it.

Alright Jes is home and it's time for me to get back to work! Hopefully the next one of these posts will happen a little quicker. Until next time...