Score study

Score study is one of the most important preparatory exercises that instrumental ensemble teachers can (and should) engage in prior to teaching a particular piece. The systematic study of the score using the Macro-Micro-Macro technique, as suggested Feldman and Contzius, will make the piece meaningful for both teacher and student. This systematic score study will help students make relevant connections that go beyond the band or orchestra room.

In the first "Macro" phase, the primary goal is to understand the major melodic, harmonic, textural, and formal components of any given piece. If a teacher takes the time to do this and exposes the students to the knowledge he or she has acquired (in the form of a handout, for example), students will be more prepared to recognize the "bigger picture" of the composer's intent. The students will be able to look beyond their individual notes and rhythms (in isolation) to realize the cohesive aspects that shape a musical work. Giving a historical perspective by using sites like Hyper History can also help shape a student musician's initial idea of the piece. A story or short historical biography, in the form of optional reading, for example, might also be helpful at this stage.

In the "Micro" phase, the piece is analyzed on every level. Chordal analysis is important, as it will illuminate the composer's intent, even if the exercise seems pedantic and time-consuming, given the many responsibilities that a music teacher will undertakes. Knowing the harmonic score in this way will help the teacher express the essential aspects of tension and release that are inherent in almost all musical works. If the teacher knows which instruments have the important notes, he or she will be able to help the students hear the tension and resolution of important chords. Knowing the underlying harmonic structure of a work will also help the teacher address intonation problems.

In the third and final phase, the "Macro-Redux" phase, the piece is interpreted based on the first two phases of score study. In this phase, the teacher makes interpretive decisions that are relayed by the teacher's body in the physical act of conducting. In my limited experience, using visual reminders, such as highlighted passages and short written words, help me put together information for the performers. I think that if students have an accurate idea of the composer's intent, they can help the conductor make interpretive decisions. This gives students a stake in what they are doing with music, and can help make higher level connections across many areas.