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Similar a Final Senior Grad Project Slides
Similar a Final Senior Grad Project Slides (20)
Final Senior Grad Project Slides
- 2. CONDUCTING
- 3. CONDUCTING Emily Szal Ms. Oren Period 10
- 6. Order of Presentation • Conductors • What a conductor needs to be • Music • What they need to know • Interviews • Application • Class Activity
- 9. Thesis Statement While many people may not understand conducting, it requires a skill that is difficult to learn and unbelievably involved, but offers breathtaking rewards.
- 15. Personal Relevance Drum Major
- 18. Audience Relevance I believe that people should be educated in conducting to appreciate what the conductor is doing and to understand the music better.
- 20. Conductor
- 21. Conductor The person who leads a musical group.
- 23. Why are they waving their arms like that?
- 24. Why are they waving their arms like that? • A conductor communicates with the musicians.
- 25. Film Clip
- 27. What a conductor needs to be
- 28. What a conductor needs to be
- 29. What a conductor needs to be “Finally any conductor worth his salt must have a mind trained to work as fast as lightning and a thousand times more continuously.” (Green, 2)
- 31. Personal Characteristics of a Conductor
- 32. Personal Characteristics of a Conductor
- 33. Personal Characteristics of a Conductor • Musical talent
- 34. Personal Characteristics of a Conductor • Musical talent • Confidence in oneself
- 35. Personal Characteristics of a Conductor • Musical talent • Confidence in oneself • A strong work ethic
- 36. Personal Characteristics of a Conductor • Musical talent • Confidence in oneself • A strong work ethic • Passion for learning and achieving
- 37. Personal Characteristics of a Conductor • Musical talent • Confidence in oneself • A strong work ethic • Passion for learning and achieving • Passion for music
- 38. Personal Characteristics of a Conductor • Musical talent • Confidence in oneself • A strong work ethic • Passion for learning and achieving • Passion for music • Patience and impatience (and the wisdom to know when to use each)
- 39. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • A strong work ethic • Passion for learning and achieving • Passion for music • Patience and impatience (and the wisdom to know when to use each)
- 40. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • Good memory • A strong work ethic • Passion for learning and achieving • Passion for music • Patience and impatience (and the wisdom to know when to use each)
- 41. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • Good memory • A strong work ethic • Leadership talent • Passion for learning and achieving • Passion for music • Patience and impatience (and the wisdom to know when to use each)
- 42. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • Good memory • A strong work ethic • Leadership talent • Passion for learning and achieving • Creativity, imagination, inventiveness • Passion for music • Patience and impatience (and the wisdom to know when to use each)
- 43. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • Good memory • A strong work ethic • Leadership talent • Passion for learning and achieving • Creativity, imagination, inventiveness • Passion for music • Curiosity • Patience and impatience (and the wisdom to know when to use each)
- 44. Personal Characteristics of a Conductor • Musical talent • Dedication • Confidence in oneself • Good memory • A strong work ethic • Leadership talent • Passion for learning and achieving • Creativity, imagination, inventiveness • Passion for music • Curiosity • Patience and impatience (and the wisdom to know when to use • Courage each)
- 46. • Stokowski states: “Conductors are born, not made. No amount of academic education can make a real conductor out of someone who is not born with the necessary qualities. But musical education and general culture are of inestimable value to the born conductor.” (Battisti, 6)
- 47. Leadership
- 48. Leadership • Enthusiasm for leading
- 49. Leadership • Enthusiasm for leading • Vision
- 50. Leadership • Enthusiasm for leading • Vision • Skills in working with people
- 51. Leadership • Enthusiasm for leading • Vision • Skills in working with people • Commitment
- 52. Leadership • Enthusiasm for leading • Vision • Skills in working with people • Commitment • Decision making/informed ! judgment
- 53. Leadership • Enthusiasm for leading • Vision • Skills in working with people • Commitment • Decision making/informed judgment • Motivational skills
- 54. Leadership • Enthusiasm for leading • Compassion • Vision • Skills in working with people • Commitment • Decision making/informed judgment • Motivational skills
- 55. Leadership • Enthusiasm for leading • Compassion • Vision • Communication skills • Skills in working with people • Commitment • Decision making/informed judgment • Motivational skills
- 56. Leadership • Enthusiasm for leading • Compassion • Vision • Communication skills • Skills in working with • Desire for excellence people • Commitment • Decision making/informed judgment • Motivational skills
- 57. Leadership • Enthusiasm for leading • Compassion • Vision • Communication skills • Skills in working with • Desire for excellence people • Ambition • Commitment • Decision making/informed judgment • Motivational skills
- 58. Leadership • Enthusiasm for leading • Compassion • Vision • Communication skills • Skills in working with • Desire for excellence people • Ambition • Commitment • Positive attitude • Decision making/informed judgment • Motivational skills
- 62. Creativity and Imagination Barron: “[If] I’m composing and someone enters my room unexpectedly. What do I say: ‘Do not interrupt me. I am in the middle of creating.’ No. I say, ‘I am working.’ Working is what we do...Often the word ‘creative’ is coupled with the word ‘genius:’ ‘creative genius.’ What is genius?...‘Talent is the ability to learn, genius is the ability to develop.’” (Battisti, 65)
- 65. Guidelines for “Interpretation” • Tempi
- 66. Guidelines for “Interpretation” • Tempi
- 67. Guidelines for “Interpretation” • Tempi • Phrasing
- 68. Guidelines for “Interpretation” • Tempi • Phrasing • Dynamics
- 69. Guidelines for “Interpretation” • Tempi • Phrasing • Dynamics • Color/texture
- 70. Guidelines for “Interpretation” • Tempi • Phrasing • Dynamics • Color/texture • Rests
- 71. Guidelines for “Interpretation” • Tempi • Phrasing • Dynamics • Color/texture • Rests • Important passages
- 72. Guidelines for “Interpretation” • Tempi • Listening to other interpretations • Phrasing • Dynamics • Color/texture • Rests • Important passages
- 73. Guidelines for “Interpretation” • Tempi • Listing to other interpretations • Phrasing • Restudying a score • Dynamics • Color/texture • Rests • Important passages
- 74. Guidelines for “Interpretation” • Tempi • Listing to other interpretations • Phrasing • Restudying a score • Dynamics • Modifying/editing a score • Color/texture • Rests • Important passages
- 75. Guidelines for “Interpretation” • Tempi • Listing to other interpretations • Phrasing • Restudying a score • Dynamics • Modifying/editing a score • Color/texture • Green said: “Try to grasp the • Rests spirit of the music. Interpretation is built in the mind with the imagination fully • Important passages active.” (Battisti, 59)
- 76. Gestures to Communicate • Three different types:
- 77. Gestures to Communicate • Three different types: • Representative gestures
- 78. Gestures to Communicate • Three different types: • Representative gestures • Expressive mime gestures
- 79. Gestures to Communicate • Three different types: • Representative gestures • Expressive mime gestures • Explanation by word of mouth
- 82. Gestures to Communicate • Markevitch says: “What’s important is that [gestures convey the] essence of the music.” (Battisti, 69)
- 84. Gestures to Communicate • “Gestures are a conductor’s spontaneous, immediate physical reactions to what he/she hears.” (Battisti, 70)
- 87. “The challenge for any conductor is to bring as many as a hundred or more musicians together to cooperate in a unified ensemble, and any partiality or particular friendship would be detrimental. Thus the conductor’s working personality may differ from his natural personality.” (Rodriguez- Peralta, x)
- 90. Posture and Stance of a Conductor
- 91. Posture and Stance of a Conductor
- 92. Posture and Stance of a Conductor -Stationary torso
- 93. Posture and Stance of a Conductor -Stationary torso -Hands and arms extended away from the body
- 94. Posture and Stance of a Conductor -Stationary torso -Hands and arms extended away from the body -Also, don’t walk or dance while on the podium
- 96. The Art of the Baton
- 97. The Art of the Baton
- 98. The Art of the Baton • The baton is the conductor’s technical instrument which is different from his sounding instrument (the orchestra)
- 99. The Art of the Baton • The baton is the conductor’s technical instrument which is different from his sounding instrument (the orchestra) • The baton is the “most efficient means of conveying a precise message to the players, if its technique has been mastered.” (Green, 7)
- 101. Time Beating
- 102. Time Beating
- 103. Time Beating Rudolf states: “The first beat in the bar goes down and the last beat goes up; the rest is experience” (Battisti, 69)
- 104. Cues in the left hand
- 105. When are cues given?
- 107. • Bernstein: “...you have to have knowledge, you have to have taste, you have to have background, you should know languages, you should know the literature of various periods in which the music that we play came forth; but above all that, the main thing that counts is the natural instinct that comes from the spirit.” (Battisti, 6)
- 109. Time Signatures
- 110. Time Signatures
- 112. Time Signatures
- 113. Time Signatures
- 114. Time Signatures • 4/4 is the most common, so it is sometimes written in music as a large C. C standing for common.
- 116. Explanation of Numbers
- 117. Explanation of Numbers
- 118. Explanation of Numbers • Top number: 4 • Which means there is 4 of whatever the bottom number explains. • Bottom number: 4 • Explains what kind of note there is
- 120. Bottom Number of Time Signatures
- 121. Bottom Number of Time Signatures
- 122. Bottom Number of Time Signatures -The bottom number can be 1, 2, 4, 8, 16, etc.
- 124. Value of notes
- 125. Value of notes
- 126. Value of notes
- 128. Examples of Time Signatures
- 129. Examples of Time Signatures
- 130. Examples of Time Signatures
- 131. Examples of Time Signatures
- 133. Conductors and Time Signatures
- 134. Conductors and Time Signatures
- 135. Conductors and Time Signatures • Conductors know what each time signature means and knows how to conduct it.
- 138. Starting and Stopping the Sound
- 140. Skills needed in score reading
- 142. Score Study
- 143. Score Study
- 144. Score Study According to Comet: “Score study takes an immense amount of hours...More than the audience would ever imagine. I really believe...that only one percent of our work is done at concerts. Four percent...at the rehearsals. The remaining 95 percent..with the score.” (Battisti, 37)
- 145. Marking the Score
- 147. Beat Patterns
- 148. Beat Patterns • Arm and hand movements by the conductor that create patterns to communicate to the performers the specific beat of the music. These "patterns" aid the performers in proper execution of the music. (Virginia Tech Multimedia Music Dictionary)
- 149. Film Clip
- 150. Beat Patterns
- 151. Beat Patterns
- 152. Beat Patterns
- 153. Beat Patterns
- 155. Conducting a Marching Band
- 156. Conducting a Marching Band
- 166. Video Clip
- 168. Video Clip
- 171. Conducting a Jazz Band
- 172. Video Clip
- 174. Conducting Musical Theatre
- 175. Film Clip
- 177. Interviews
- 178. Interviews
- 179. Interviews
- 180. iMovie
- 182. Application
- 183. Application
- 184. Application
- 185. Application
- 186. iMovie
- 188. Class Activity- Learning to Conduct
- 189. Class Activity- Learning to Conduct • I Can’t Wait to be King-The Lion King • Everything-Michael Buble
- 190. Class Activity- Learning to Conduct • I Can’t Wait to be King-The Lion King • Everything-Michael Buble • I Want You Back-Jackson 5
- 192. Conclusion
- 193. Works Cited • Battisti, Frank L. On Becoming a Conductor. Galesville: Meredith Music Publications, 2007. Print. • Cole, Richard. “Conducting Patterns.” Virginia Tech Multimedia Music Dictionary. N.p., 1996. Web. 19 Apr. 2010. <http://www.music.vt.edu/ musicdictionary/>. • Davidson, Justin. “Exploring the Mysteries of Conducting.” New Yorker 21 Aug. 2006: 60-69 . SIRS Knowledge Source. Web. 19 Nov. 2009. <http:// sks.sirs.com/cgi-bin/hst-article-display? id=SPL2957-0-7651&artno=0000255518&type=ART&key=>. • Ferguson. “Music Conductors and Directors.” Careers in Focus: Music. Ed. Ferguson. New York: Ferguson, 2004. 72-82. Print.
- 194. Works Cited • Fryling, David. E-mail interview. 26 Apr. 2010. • Green, Elizabeth A.H. The Modern Conductor. Englewood Cliffs: Prentice- Hall Inc., 1969. Print. • Humphries, Lee. “What to Think About When You Conduct: Perception, Language, and Musical Communication.” Mind Tools: Applications and Solutions. ThinkingApplied.com, 2000. Web. 2 Dec. 2009. <http:// www.thinkingapplied.com/conducting_folder/conducting1.htm>. • Lamb, Gordon. “The Conducting Beat Patterns.” Connexions. Ed. Jennifer Thornhill. N.p., 20 Mar. 2009. Web. 14 Apr. 2010. <http://cnx.org/content/ m20804/latest/>.
- 195. Works Cited • Lux, Kevin. “Time Signatures.” Time Signatures. Ed. Kevin Lux. N.p., n.d. Web. 10 Apr. 2010. <http://datadragon.com/education/reading/ timesig.shtml>. • Pak, Jung-Ho. E-mail interview. 19 Apr. 2010. • Parker, Phillip M. “Conductor.” Webster’s Online Dictionary . N.p., 2010. Web. 29 Apr. 2010. <http://www.websters-online-dictionary.org/definition/ Conductor>. • Parks, George N. The Dynamic Drum Major. Ed. Ron Herrmann. Oskaloosa: C.L. Barnhouse Co, 1984. Print.
- 196. Works Cited • Rodriguez-Peralta, Phyllis White. Philadelphia Maestros; Ormandy, Muti, Sawallisch. Philadelphia: Temple University Press, 2006. Print. • Souza, Adam. E-mail interview. 29 Apr. 2010. • Wakin, Daniel J. “Philharmonic Gets Its Music Man.” New York Times 16 Dec. 2007: 14WE:1+ . SIRS Knowledge Source. Web. 17 Nov. 2009. <http:// sks.sirs.com/cgi-bin/hst-article-display? id=SPL2957-0-7651&artno=0000270387&type=ART&key=>.
Notas del editor
- (Picture: Taken by Alfred Eisenstaedt. www.life.com)
- (Picture: Taken by Alfred Eisenstaedt. www.life.com)
- (Picture: http://www.flickr.com/photos/14318462@N00/50468726)
- (Picture: http://www.flickr.com/photos/14318462@N00/50468726)
- (Picuture: http://interfacelift.com/wallpaper_beta/downloads/index155.html)
- (Picuture: http://interfacelift.com/wallpaper_beta/downloads/index155.html)
- This year for the marching band I was Drum Major. It was spot that I had to audition for against 3 other seniors. I spent a week at Drum Major Academy to learn how to conduct and be a Drum Major. I was then chosen to be Drum Major which involved Band Camp (helping people find their sets), helping them with the music, running sectionals (mostly woodwinds), running through the music as a band (both marching and not marching), and then also learning how to conduct all the stand songs. All this plus, marching them down to the field, doing our show, playing in the stands, marching back up. And we also had competition. My ultimate goal is to become a Conductor for the Broadway pit orchestras for Broadway musicals. (Pictures: Taken by John Doyle)
- This year for the marching band I was Drum Major. It was spot that I had to audition for against 3 other seniors. I spent a week at Drum Major Academy to learn how to conduct and be a Drum Major. I was then chosen to be Drum Major which involved Band Camp (helping people find their sets), helping them with the music, running sectionals (mostly woodwinds), running through the music as a band (both marching and not marching), and then also learning how to conduct all the stand songs. All this plus, marching them down to the field, doing our show, playing in the stands, marching back up. And we also had competition. My ultimate goal is to become a Conductor for the Broadway pit orchestras for Broadway musicals. (Pictures: Taken by John Doyle)
- This year for the marching band I was Drum Major. It was spot that I had to audition for against 3 other seniors. I spent a week at Drum Major Academy to learn how to conduct and be a Drum Major. I was then chosen to be Drum Major which involved Band Camp (helping people find their sets), helping them with the music, running sectionals (mostly woodwinds), running through the music as a band (both marching and not marching), and then also learning how to conduct all the stand songs. All this plus, marching them down to the field, doing our show, playing in the stands, marching back up. And we also had competition. My ultimate goal is to become a Conductor for the Broadway pit orchestras for Broadway musicals. (Pictures: Taken by John Doyle)
- This year for the marching band I was Drum Major. It was spot that I had to audition for against 3 other seniors. I spent a week at Drum Major Academy to learn how to conduct and be a Drum Major. I was then chosen to be Drum Major which involved Band Camp (helping people find their sets), helping them with the music, running sectionals (mostly woodwinds), running through the music as a band (both marching and not marching), and then also learning how to conduct all the stand songs. All this plus, marching them down to the field, doing our show, playing in the stands, marching back up. And we also had competition. My ultimate goal is to become a Conductor for the Broadway pit orchestras for Broadway musicals. (Pictures: Taken by John Doyle)
- This year for the marching band I was Drum Major. It was spot that I had to audition for against 3 other seniors. I spent a week at Drum Major Academy to learn how to conduct and be a Drum Major. I was then chosen to be Drum Major which involved Band Camp (helping people find their sets), helping them with the music, running sectionals (mostly woodwinds), running through the music as a band (both marching and not marching), and then also learning how to conduct all the stand songs. All this plus, marching them down to the field, doing our show, playing in the stands, marching back up. And we also had competition. My ultimate goal is to become a Conductor for the Broadway pit orchestras for Broadway musicals. (Pictures: Taken by John Doyle)
- -Just as understanding the different positions on a soccer team and what each person does increases your enjoyment of the game. So to understand what the conductor is doing will increase your enjoyment of the music. I also think that by watching the conductor engages you more in the music. -The conductor is a leader. The leadership of a conductor is something we can all relate with. -The point is here to have you appreciate music and enrich your listening experience. (Picture: http://media.photobucket.com/image/music notes/Gypsy48/Music_Notes.jpg)
- -Just as understanding the different positions on a soccer team and what each person does increases your enjoyment of the game. So to understand what the conductor is doing will increase your enjoyment of the music. I also think that by watching the conductor engages you more in the music. -The conductor is a leader. The leadership of a conductor is something we can all relate with. -The point is here to have you appreciate music and enrich your listening experience. (Picture: http://media.photobucket.com/image/music notes/Gypsy48/Music_Notes.jpg)
- The conductor is the one who stand right in the front of the musical group that is performing. They may be standing on a podium. -(http://www.websters-online-dictionary.org/definition/Conductor) -(Picture: http://www.clemson.edu/media-relations/archive/newsroom/multimedia/images/2008_images/january/Emil_NSO.JPG)
- The conductor is the one who stand right in the front of the musical group that is performing. They may be standing on a podium. -(http://www.websters-online-dictionary.org/definition/Conductor) -(Picture: http://www.clemson.edu/media-relations/archive/newsroom/multimedia/images/2008_images/january/Emil_NSO.JPG)
- -Many people go and see orchestras and bands and always see the conductor there in the front. However not many people really understand what the conductor is doing. They are waving their arms around (that part is true) however the way they &#x201C;wave&#x201D; their arms is actually very strategically thought out. Every musician knows and understands what the conductor is communicating to them. The conductor is telling the musicians (of utmost importance) where the beat is in the measure. -(next slide)- Mr. Holland&#x2019;s Opus. End Scene! It is his retirement party goodbye and he is conducting a piece that he wrote. (Picture: http://www.peisymphony.com/images/Jamie%20conducting.jpg)
- -Many people go and see orchestras and bands and always see the conductor there in the front. However not many people really understand what the conductor is doing. They are waving their arms around (that part is true) however the way they &#x201C;wave&#x201D; their arms is actually very strategically thought out. Every musician knows and understands what the conductor is communicating to them. The conductor is telling the musicians (of utmost importance) where the beat is in the measure. -(next slide)- Mr. Holland&#x2019;s Opus. End Scene! It is his retirement party goodbye and he is conducting a piece that he wrote. (Picture: http://www.peisymphony.com/images/Jamie%20conducting.jpg)
- A good musician-A conductor must know their score thoroughly and be able to convey it to the players. They have to be a good musician and many instruments so that they can talk to every player about their part. Understand musicality Understand they are there to make music-A conductor is there to make music. A conductor must be inspired by the music but also must be able to translate what he wants from the musicians. &#x201C;The art of conducting is the highest, most complete synthesis of all facets of musical activity.&#x201D; (Picture: http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/89/Conductor.png&imgrefurl=http://commons.wikimedia.org/wiki/File:Conductor.png&usg=__FSpuNqyR6_29FbFSZdSYig8FZ64=&h=487&w=320&sz=6&hl=en&start=13&sig2=sby-B49gnuCu3ISMMtNBUA&um=1&itbs=1&tbnid=Uwg2u-mnZC3pOM:&tbnh=129&tbnw=85&prev=/images%3Fq%3Dconductor%26um%3D1%26hl%3Den%26safe%3Dactive%26sa%3DG%26rlz%3D1G1GGLQ_ENUS351%26imgtbs%3Dz%26as_st%3Dy%26tbs%3Disch:1&ei=JIXcS7f6I4eglAfAn6TJBw&safe=active) (On Becoming A Conductor-Battisti)
- A good musician-A conductor must know their score thoroughly and be able to convey it to the players. They have to be a good musician and many instruments so that they can talk to every player about their part. Understand musicality Understand they are there to make music-A conductor is there to make music. A conductor must be inspired by the music but also must be able to translate what he wants from the musicians. &#x201C;The art of conducting is the highest, most complete synthesis of all facets of musical activity.&#x201D; (Picture: http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/89/Conductor.png&imgrefurl=http://commons.wikimedia.org/wiki/File:Conductor.png&usg=__FSpuNqyR6_29FbFSZdSYig8FZ64=&h=487&w=320&sz=6&hl=en&start=13&sig2=sby-B49gnuCu3ISMMtNBUA&um=1&itbs=1&tbnid=Uwg2u-mnZC3pOM:&tbnh=129&tbnw=85&prev=/images%3Fq%3Dconductor%26um%3D1%26hl%3Den%26safe%3Dactive%26sa%3DG%26rlz%3D1G1GGLQ_ENUS351%26imgtbs%3Dz%26as_st%3Dy%26tbs%3Disch:1&ei=JIXcS7f6I4eglAfAn6TJBw&safe=active) (On Becoming A Conductor-Battisti)
- A good musician-A conductor must know their score thoroughly and be able to convey it to the players. They have to be a good musician and many instruments so that they can talk to every player about their part. Understand musicality Understand they are there to make music-A conductor is there to make music. A conductor must be inspired by the music but also must be able to translate what he wants from the musicians. &#x201C;The art of conducting is the highest, most complete synthesis of all facets of musical activity.&#x201D; (Picture: http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/8/89/Conductor.png&imgrefurl=http://commons.wikimedia.org/wiki/File:Conductor.png&usg=__FSpuNqyR6_29FbFSZdSYig8FZ64=&h=487&w=320&sz=6&hl=en&start=13&sig2=sby-B49gnuCu3ISMMtNBUA&um=1&itbs=1&tbnid=Uwg2u-mnZC3pOM:&tbnh=129&tbnw=85&prev=/images%3Fq%3Dconductor%26um%3D1%26hl%3Den%26safe%3Dactive%26sa%3DG%26rlz%3D1G1GGLQ_ENUS351%26imgtbs%3Dz%26as_st%3Dy%26tbs%3Disch:1&ei=JIXcS7f6I4eglAfAn6TJBw&safe=active) (On Becoming A Conductor-Battisti)
- As we go through this presentation I think you can understand how it all fits in. If you have questions you can ask. 1. Needs to know many instruments (Battisti, 3) (Picture: http://www.flickr.com/photos/78364563@N00/60897250)
- As we go through this presentation I think you can understand how it all fits in. If you have questions you can ask. 1. Needs to know many instruments (Battisti, 3) (Picture: http://www.flickr.com/photos/78364563@N00/60897250)
- As we go through this presentation I think you can understand how it all fits in. If you have questions you can ask. 1. Needs to know many instruments (Battisti, 3) (Picture: http://www.flickr.com/photos/78364563@N00/60897250)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. (Battisti, 3) (Picture: Taken by Alfred Eisenstaedt www.life.com)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. (Battisti, 3) (Picture: http://www.flickr.com/photos/14318462@N00/48771723)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. (Battisti, 3) (Picture: http://www.flickr.com/photos/23094783@N03/3229575900)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. (Battisti, 3) (Picture: http://www.flickr.com/photos/80849382@N00/3366837930)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. (Battisti, 3) (Picture: http://www.flickr.com/photos/15923063@N00/64581364)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? (Battisti, 3) (Picture taken by Stephanie Doyle)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? 8. A good memory is very helpful to be able to remember what all the parts are playing at one point. And also being able to remember what to tell the musicians/how to play something. (Battisti, 3) (Picture: http://www.flickr.com/photos/74307620@N00/111754387)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? 8. A good memory is very helpful to be able to remember what all the parts are playing at one point. And also being able to remember what to tell the musicians/how to play something. 9. Leadership talent is VERY important. If not a leader than, no conductor. A conductor is LEADING the orchestra to create beautiful music. They need to know how to lead. (Battisti, 3) (Picture: http://www.flickr.com/photos/46944516@N00)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? 8. A good memory is very helpful to be able to remember what all the parts are playing at one point. And also being able to remember what to tell the musicians/how to play something. 9. Leadership talent is VERY important. If not a leader than, no conductor. A conductor is LEADING the orchestra to create beautiful music. They need to know how to lead. 10. Creativity, imagination, and inventiveness is needed for conductors because THEY are the ones deciding how they want to interpret the music. They then have to relay that to the musicians. So being creative with the interpretation of the music is very important. Being creative as a conductor is &#x201C;realizing&#x201D; a composer&#x2019;s musical creation. (Battisti, 3) (Picture: http://www.flickr.com/photos/31526369@N00/60966513)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? 8. A good memory is very helpful to be able to remember what all the parts are playing at one point. And also being able to remember what to tell the musicians/how to play something. 9. Leadership talent is VERY important. If not a leader than, no conductor. A conductor is LEADING the orchestra to create beautiful music. They need to know how to lead. 10. Creativity, imagination, and inventiveness is needed for conductors because THEY are the ones deciding how they want to interpret the music. They then have to relay that to the musicians. So being creative with the interpretation of the music is very important. Being creative as a conductor is &#x201C;realizing&#x201D; a composer&#x2019;s musical creation. 11. Curiosity is needed because a conductor needs to be curious about ALL types of music. They never know when they will be conducting next. (Battisti, 3) (Picture: http://www.flickr.com/photos/46944516@N00/461948402)
- 1. Needs to know many instruments 2. Has to have enough confidence in oneself to be able to stand up in front of many people all the time. 3. Has to be able to get through a lot in a little rehearsal time. 4. Conductors are ALWAYS learning. Whether how to command a group, or learn another instrument, or learn how to better their own conducting skills. 6. They have to have patience so that when a musician doesn&#x2019;t understand something or when they are having trouble getting a part. But then also impatience when a group of musicians are goofing off, or talking, and knowing that as the conductor it is okay to get impatient with them and tell them they need to pay attention. 7. Conductors have to have dedication to both the music and the players. If there was not dedication in the conductor, then why would anyone be there? 8. A good memory is very helpful to be able to remember what all the parts are playing at one point. And also being able to remember what to tell the musicians/how to play something. 9. Leadership talent is VERY important. If not a leader than, no conductor. A conductor is LEADING the orchestra to create beautiful music. They need to know how to lead. 10. Creativity, imagination, and inventiveness is needed for conductors because THEY are the ones deciding how they want to interpret the music. They then have to relay that to the musicians. So being creative with the interpretation of the music is very important. Being creative as a conductor is &#x201C;realizing&#x201D; a composer&#x2019;s musical creation. 11. Curiosity is needed because a conductor needs to be curious about ALL types of music. They never know when they will be conducting next. 12. Courage is very important because a conductor has to have enough courage to stand in front of people, and put themselves on a very scary line. They are the one and only conductor. there are many musicians in an orchestra, but only one person standing up there telling them how to play it. (Battisti, 3) (Picture: http://www.flickr.com/photos/8070463@N03/494118044)
- This quote may seem intense. But it is true. Conductors are people who are born with all the characteristics I named before. Being able to stand in front of groups of being and understanding music better than many others. (Picture: www.life.com) (On Becoming A Conductor-Battisti)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. (Picture: http://www.flickr.com/photos/7241501@N07/2730009941)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. (Picture: http://www.flickr.com/photos/7241501@N07/2730009941) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. (Picture: http://www.flickr.com/photos/99771506@N00/2534351811) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. (Picture: http://www.flickr.com/photos/26465616@N03/3748245608) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. (Picture: http://www.flickr.com/photos/16638697@N00/2371505523) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. (Picture: clip art) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. (Picture: http://www.flickr.com/photos/44124473769@N01/293642699) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. 7. The conductor-leader must understand the desires and hopes of his/her orchestra. Working to achieve them should be a priority in the leader&#x2019;s plan of action. (Picture: http://www.flickr.com/photos/14111752@N07/2250395225) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. 7. The conductor-leader must understand the desires and hopes of his/her orchestra. Working to achieve them should be a priority in the leader&#x2019;s plan of action. 8. The conductor-leader must have excellent communication skills. Maintaining effective communication with everyone is essential. (Picture: http://www.flickr.com/photos/44586678@N00/1459055735) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. 7. The conductor-leader must understand the desires and hopes of his/her orchestra. Working to achieve them should be a priority in the leader&#x2019;s plan of action. 8. The conductor-leader must have excellent communication skills. Maintaining effective communication with everyone is essential. 9. The goal of a dedicated conductor-leader is excellence. Cultivating an understanding that achieving and maintaining excellence demands extraordinary amounts of dedication and commitment, is very important. (Picture: http://www.lokner.com/wp-content/uploads/2009/08/this-is-an-ironman-1.jpg) (Battisti, 80)
- Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. 7. The conductor-leader must understand the desires and hopes of his/her orchestra. Working to achieve them should be a priority in the leader&#x2019;s plan of action. 8. The conductor-leader must have excellent communication skills. Maintaining effective communication with everyone is essential. 9. The goal of a dedicated conductor-leader is excellence. Cultivating an understanding that achieving and maintaining excellence demands extraordinary amounts of dedication and commitment, is very important. 10. Personal ambition and/or a desire to advance oneself is often the fuel that drives leaders. However, it should never blind them to the responsibilities and obligations. (Picture: http://www.flickr.com/photos/42048031@N00/2622462548) (Battisti, 80)
- (Battisti, 80-82) Leadership is just so important in being a conductor that there is so much detail about it. 1. The &#x201C;conductor-leader&#x201D; must be totally committed to what he/she does and enjoys leading. 2. The conductor-leader must have a clear vision of what the/she hopes to accomplish musically. This means having formulated objectives, setting priorities, and developing an agenda for achieving them. They must communicate this vision with clarity and in a way that stimulates and moves players. 3. The conductor-leader must have excellent people skills. Getting everyone to be committed and involved in the work of the group is of the leader&#x2019;s most important and greatest challenges. 4. The conductor-leader&#x2019;s commitment to a group is revealed through his/her actions and behavior. A strongly committed leader is prepared to do whatever is necessary, to stay the course, and never give up. 5. Making decisions and judgments in a timely manner is very important. The conductor should seek out information both pro and con before making a decision. 6. The conductor-leader must possess great motivational skills. This is the core leadership. 7. The conductor-leader must understand the desires and hopes of his/her orchestra. Working to achieve them should be a priority in the leader&#x2019;s plan of action. 8. The conductor-leader must have excellent communication skills. Maintaining effective communication with everyone is essential. 9. The goal of a dedicated conductor-leader is excellence. Cultivating an understanding that achieving and maintaining excellence demands extraordinary amounts of dedication and commitment, is very important. 10. Personal ambition and/or a desire to advance oneself is often the fuel that drives leaders. However, it should never blind them to the responsibilities and obligations. 11. The conductor-leader must be optimistic and have a positive attitude. These are important for generating confidence in his/her orchestra. (Picture: http://www.flickr.com/photos/49503078599@N01/5403270) (Battisti, 80)
- -First and for most it starts with the composer -The conductor is the re-creator -A composer sits down and writes a piece of music. It is their job. Yes, they love to do it and love to be creative. But as the quote says it is their JOB. They work, and their work is creating music. -Quote &#x201C;Talent is the ability to learn, genius is the ability to develop&#x201D; -Arnold Schoenberg -However after that process is over, (of creating the music), then steps in the conductor. Many conductors do not get to met the composer of the piece they are about to conduct. Especially if they are conducting Mozart, or Beethoven. They obviously can&#x2019;t met them. And without meeting the composer they don&#x2019;t know exactly what the composer wanted. How that composer heard it in their head. So what the conductor has to do is be the re-creator. the conductor himself has to decide how the piece is going to sound. The composer wrote out the notes and rhythms, but the conductor is the one expressing it with the orchestra. Feeling the song, and getting the emotion of what the conductor THINKS the composer wants. (Picture: http://www.flickr.com/photos/24934185@N00/128161708)
- -First and for most it starts with the composer -The conductor is the re-creator -A composer sits down and writes a piece of music. It is their job. Yes, they love to do it and love to be creative. But as the quote says it is their JOB. They work, and their work is creating music. -Quote &#x201C;Talent is the ability to learn, genius is the ability to develop&#x201D; -Arnold Schoenberg -However after that process is over, (of creating the music), then steps in the conductor. Many conductors do not get to met the composer of the piece they are about to conduct. Especially if they are conducting Mozart, or Beethoven. They obviously can&#x2019;t met them. And without meeting the composer they don&#x2019;t know exactly what the composer wanted. How that composer heard it in their head. So what the conductor has to do is be the re-creator. the conductor himself has to decide how the piece is going to sound. The composer wrote out the notes and rhythms, but the conductor is the one expressing it with the orchestra. Feeling the song, and getting the emotion of what the conductor THINKS the composer wants. (Picture: http://www.flickr.com/photos/24934185@N00/128161708)
- -First and for most it starts with the composer -The conductor is the re-creator -A composer sits down and writes a piece of music. It is their job. Yes, they love to do it and love to be creative. But as the quote says it is their JOB. They work, and their work is creating music. -Quote &#x201C;Talent is the ability to learn, genius is the ability to develop&#x201D; -Arnold Schoenberg -However after that process is over, (of creating the music), then steps in the conductor. Many conductors do not get to met the composer of the piece they are about to conduct. Especially if they are conducting Mozart, or Beethoven. They obviously can&#x2019;t met them. And without meeting the composer they don&#x2019;t know exactly what the composer wanted. How that composer heard it in their head. So what the conductor has to do is be the re-creator. the conductor himself has to decide how the piece is going to sound. The composer wrote out the notes and rhythms, but the conductor is the one expressing it with the orchestra. Feeling the song, and getting the emotion of what the conductor THINKS the composer wants. (Picture: http://www.flickr.com/photos/24934185@N00/128161708)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. (Picture: http://www.flickr.com/photos/29376648@N05/3714389346) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. (Picture: http://www.flickr.com/photos/29376648@N05/3714389346) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. (Picture: http://www.flickr.com/photos/29376648@N05/3714389346) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. (Picture: http://www.piano-play-it.com/images/Legato.png) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work (Picture: http://z.about.com/d/piano/1/0/z/4/-/-/NOTE_dynamics.jpg) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds (Picture: http://handsomeyoungthing.files.wordpress.com/2009/08/color-wheel.jpg) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. (Picture: http://www.enchantedlearning.com/music/label/fillnotesrests/answers.GIF) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. 6. Be sensitive and especially attentive to passages that are particularly important to musical expression (Picture: http://www.flickr.com/photos/60057912@N00/4229404933) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. 6. Be sensitive and especially attentive to passages that are particularly important to musical expression 7. Listening to other conductors&#x2019; interpretations/performances while studying a piece may inhibit a conductor&#x2019;s imagination (Picture: http://www.flickr.com/photos/40732566596@N01/109538354) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. 6. Be sensitive and especially attentive to passages that are particularly important to musical expression 7. Listening to other conductors&#x2019; interpretations/performances while studying a piece may inhibit a conductor&#x2019;s imagination 8. A conductor&#x2019;s interpretation of a piece changes with the passing of time. Each new encounter should provoke new questions, new ideas and generate a different (not necessarily too different) realization/interpretation of the music. (Picture: http://www.indianembassy.org/dydemo/first.gif) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. 6. Be sensitive and especially attentive to passages that are particularly important to musical expression 7. Listening to other conductors&#x2019; interpretations/performances while studying a piece may inhibit a conductor&#x2019;s imagination 8. A conductor&#x2019;s interpretation of a piece changes with the passing of time. Each new encounter should provoke new questions, new ideas and generate a different (not necessarily too different) realization/interpretation of the music. 9. Conductors must always respect the score and be very cautious about altering anything in it. (Picture: http://www.albany.edu/~gluckr/jpgs/score6.jpg) (Battisti, 49)
- -One of the main things a conductor has to do is interpret the score from the way the composer wrote it. 1. Choosing the &#x201C;right&#x201D; tempo is one of the most important interpretation decision a conductor has to do. 2. In determining phrasing in traditionally composed music, consider melody and harmony together. Conductors also have to be alert to ways a repeated phrase can be varied. 3. Dynamic adjustments are acceptable if they contribute to clarity of expression and the emotional content of the work 4. Even though orchestration is fixed, there is considerable opportunity to vary the character and color of sounds 5. Silences in a score, whether written out as rests or indicated in other ways, contribute to the emotional impact of the music. 6. Be sensitive and especially attentive to passages that are particularly important to musical expression 7. Listening to other conductors&#x2019; interpretations/performances while studying a piece may inhibit a conductor&#x2019;s imagination 8. A conductor&#x2019;s interpretation of a piece changes with the passing of time. Each new encounter should provoke new questions, new ideas and generate a different (not necessarily too different) realization/interpretation of the music. 9. Conductors must always respect the score and be very cautious about altering anything in it.
- Representative gestures-they are conservative, disciplined and un-decorative. Expressive mime gestures-they are freer and include varying degrees of pantomime. Explanation by word of mouth-self explanatory. When conducting, the conductor listens, compares, evaluates, and through the use of gestures, communicates what he/she wants from players in order to realize his/her imagined idea. (Picture: Taken by Robert W. Kelley www.life.com) (The Modern Conductor, 61)
- Representative gestures-they are conservative, disciplined and un-decorative. When conducting, the conductor listens, compares, evaluates, and through the use of gestures, communicates what he/she wants from players in order to realize his/her imagined idea. (Picture: Taken by Robert W. Kelley www.life.com) (The Modern Conductor, 61)
- Representative gestures-they are conservative, disciplined and un-decorative. Expressive mime gestures-they are freer and include varying degrees of pantomime. When conducting, the conductor listens, compares, evaluates, and through the use of gestures, communicates what he/she wants from players in order to realize his/her imagined idea. (Picture: Taken by Robert W. Kelley www.life.com) (The Modern Conductor, 61)
- Representative gestures-they are conservative, disciplined and un-decorative. Expressive mime gestures-they are freer and include varying degrees of pantomime. Explanation by word of mouth-self explanatory. When conducting, the conductor listens, compares, evaluates, and through the use of gestures, communicates what he/she wants from players in order to realize his/her imagined idea. (Picture: Taken by Robert W. Kelley www.life.com) (The Modern Conductor, 61)
- The essence of the music has to be portrayed through the hand gestures. If there is a loud part in the music and the conductor is giving small not forceful hand gestures than its not conveying the essence of the music. (Picture: Taken by Alfred Eisenstaedt www.life.com)
- The essence of the music has to be portrayed through the hand gestures. If there is a loud part in the music and the conductor is giving small not forceful hand gestures than its not conveying the essence of the music. (Picture: Taken by Alfred Eisenstaedt www.life.com)
- Conductors rehearsal music over and over. However they perform this music only a couple of times. So when a conductor is in a performance they have to have some way to respond to the sounds they are hearing from the musicians. Gestures is a quick way for the conductor to respond to the orchestra. (Picture: Taken by Alfred Eisenstaedt www.life.com)
- -Conductors personality A conductor needs to get work done in rehearsal. But outside of rehearsal they may be a different person. -A conductor is working. It is their job to get the music to sound right. So they may yell and act very forceful towards different musicians. But a conductor could be a COMPLETELY different person outside of rehearsal. When they are not at rehearsal, they aren't working anymore. They can relax. (Picture: http://www.fabiomechetti.com/Quickstart/ImageLib/00fab0405-1724-Laird.jpg) (The Modern Conductor-Green)
- -Conductors personality A conductor needs to get work done in rehearsal. But outside of rehearsal they may be a different person. -A conductor is working. It is their job to get the music to sound right. So they may yell and act very forceful towards different musicians. But a conductor could be a COMPLETELY different person outside of rehearsal. When they are not at rehearsal, they aren't working anymore. They can relax. (Picture: http://www.fabiomechetti.com/Quickstart/ImageLib/00fab0405-1724-Laird.jpg) (The Modern Conductor-Green)
- -Conductors must remember that behind every instrument is a sensitive personality. -Conductors should never over-rehearse ensembles. -A conductors personality, artistry in conducting performances, rehearsal, and leadership styles are crucial factors to have excellent conductor/player relationships -Many professional players can become very defense when a conductor gives them a suggestion/comment towards them. Having a sense of humor helps and is a good way to ease tension. -Players do not appreciate conductors who over-rehearse them. A professional ensemble is supposed to come as prepared as possible, so the conductor should actually be ending rehearsals, maybe even early. If a conductor over-rehearses then at performances orchestras can sometimes be uninspired and disappointing. -Good conductor/player relationships exist in organizations where the expectations of the conductor, players, administrators, and audience are being realized. They are built on meaningful, rich, and fulfilling musical experiences. These experiences create a positive environment. (Picture: http://www.flickr.com/photos/25945304@N00/3575000735) (On Becoming A Conductor, 77)
- -The hands and arms operate between the waist and head. -The extension of the hands and arms is a symbolic gesture inviting players to join the conductor in making music. (Picture: http://www.as-it-was.co.uk/SupaNames/Graphics/conductor.gif) (The Modern Conductor-Green)
- -The hands and arms operate between the waist and head. -The extension of the hands and arms is a symbolic gesture inviting players to join the conductor in making music. (Picture: http://www.as-it-was.co.uk/SupaNames/Graphics/conductor.gif) (The Modern Conductor-Green)
- -The hands and arms operate between the waist and head. -The extension of the hands and arms is a symbolic gesture inviting players to join the conductor in making music. (Picture: http://www.as-it-was.co.uk/SupaNames/Graphics/conductor.gif) (The Modern Conductor-Green)
- -The hands and arms operate between the waist and head. -The extension of the hands and arms is a symbolic gesture inviting players to join the conductor in making music. (Picture: http://www.as-it-was.co.uk/SupaNames/Graphics/conductor.gif) (The Modern Conductor-Green)
- -The hands and arms operate between the waist and head. -The extension of the hands and arms is a symbolic gesture inviting players to join the conductor in making music. (Picture: http://www.as-it-was.co.uk/SupaNames/Graphics/conductor.gif) (The Modern Conductor-Green)
- -The earliest conducting was done with hands alone. -The conductor&#x2019;s slightest gesture has an impact on players that have been trained to watch -The technique of conducting is based on the gestures made by the hands and/or baton. -Conducting should both be master with both the baton and with just your hands. -The earliest conducting was done with hands alone. The conductor would sit at the organ or piano (often with his figured bass part) and make signs now and then to singers and players, thumping out a audible beat. -Conducting has grown into the most refined sign-language we know today. -The tip of the baton gives the clearest possible definition of the exact instant of when the beat is. (Picture: http://cache2.asset-cache.net/xc/539158-002.jpg?v=1&c=IWSAsset&k=2&d=F5B5107058D53DF556EE5D91214F8ED8945BE792FEDE80422DED389B00EDB294E30A760B0D811297) (The Modern Conductor, 7)
- -The earliest conducting was done with hands alone. -The conductor&#x2019;s slightest gesture has an impact on players that have been trained to watch -The technique of conducting is based on the gestures made by the hands and/or baton. -Conducting should both be master with both the baton and with just your hands. -The earliest conducting was done with hands alone. The conductor would sit at the organ or piano (often with his figured bass part) and make signs now and then to singers and players, thumping out a audible beat. -Conducting has grown into the most refined sign-language we know today. -The tip of the baton gives the clearest possible definition of the exact instant of when the beat is. (Picture: http://cache2.asset-cache.net/xc/539158-002.jpg?v=1&c=IWSAsset&k=2&d=F5B5107058D53DF556EE5D91214F8ED8945BE792FEDE80422DED389B00EDB294E30A760B0D811297) (The Modern Conductor, 7)
- -The earliest conducting was done with hands alone. -The conductor&#x2019;s slightest gesture has an impact on players that have been trained to watch -The technique of conducting is based on the gestures made by the hands and/or baton. -Conducting should both be master with both the baton and with just your hands. -The earliest conducting was done with hands alone. The conductor would sit at the organ or piano (often with his figured bass part) and make signs now and then to singers and players, thumping out a audible beat. -Conducting has grown into the most refined sign-language we know today. -The tip of the baton gives the clearest possible definition of the exact instant of when the beat is. (Picture: http://cache2.asset-cache.net/xc/539158-002.jpg?v=1&c=IWSAsset&k=2&d=F5B5107058D53DF556EE5D91214F8ED8945BE792FEDE80422DED389B00EDB294E30A760B0D811297) (The Modern Conductor, 7)
- -The technique of conducting is based on the gestures made by the hands and/or baton. -Conducting should both be master with both the baton and with just your hands. -The earliest conducting was done with hands alone. The conductor would sit at the organ or piano (often with his figured bass part) and make signs now and then to singers and players, thumping out a audible beat. -Conducting has grown into the most refined sign-language we know today. -The tip of the baton gives the clearest possible definition of the exact instant of when the beat is. (Picture: www.life.com) (The Modern Conductor, 7)
- -Time beating is done by the baton in the right hand --The time beating pattern (usually a 4 beat pattern) is always done in the right hand. It can be mirrored by the left hand. But the right hand never stops give the beats. -Everyone conducts with the right hand (even if they are left handed)---So even if conductors are naturally left handed they learn how to do it with their right hand. -The &#x201C;unnatural&#x201D; hand will have to be developed anyway. It is merely a matter of training and self-discipline. ---However the left hand is the one that gives all the cues to the orchestra. (Picture: http://fineartamerica.com/conductor.html?id=312887) (The Modern Conductor, 14)
- -Time beating is done by the baton in the right hand --The time beating pattern (usually a 4 beat pattern) is always done in the right hand. It can be mirrored by the left hand. But the right hand never stops give the beats. -Everyone conducts with the right hand (even if they are left handed)---So even if conductors are naturally left handed they learn how to do it with their right hand. -The &#x201C;unnatural&#x201D; hand will have to be developed anyway. It is merely a matter of training and self-discipline. ---However the left hand is the one that gives all the cues to the orchestra. (Picture: http://fineartamerica.com/conductor.html?id=312887) (The Modern Conductor, 14)
- -Time beating is done by the baton in the right hand --The time beating pattern (usually a 4 beat pattern) is always done in the right hand. It can be mirrored by the left hand. But the right hand never stops give the beats. -Everyone conducts with the right hand (even if they are left handed)---So even if conductors are naturally left handed they learn how to do it with their right hand. -The &#x201C;unnatural&#x201D; hand will have to be developed anyway. It is merely a matter of training and self-discipline. ---However the left hand is the one that gives all the cues to the orchestra. (Picture: http://fineartamerica.com/conductor.html?id=312887) (The Modern Conductor, 14)
- -Cues are also always given with the left hand, while the right hand keeps the beat. -Cues are given to provide a sense of security for the players, to control the exact moment of the sound, and often to guide the attention of the audience to the instrument/group of instruments they should hear clearly at a given time. (Picture: Taken by Alfred Eisenstaedt www.life.com) (The Modern Conductor, 86)
- -When an instrument or group of instruments enters the music for the first time after the piece has already begun. -When an instrument or group of instruments enters after a long rest. -When a single instrument begins an important solo or melodic line. -When an entire section takes over the main theme. -Obviously from this list, cues are given by the conductor to HELP the musicians. (Picture: http://www.flickr.com/photos/29286079@N06/3180329313) (The Modern Conductor, 86)
- This quote is explaining all the things that conductors SHOULD know. But ultimately the natural instinct comes from the spirit. Something that no one can really explain. (Picture: http://www.flickr.com/photos/46191841@N00/264799280)
- -Music starts with a time signature on the left hand side. -Time signatures tell someone how many and what kind of notes per measure there are. -The number on top is the number of notes per measure. The bottom note is what kind of note. -Musicians learn from a young age what each time signatures means. (The next slide explains more) -There are two numbers on time signatures. The top number is the number of notes per measure. The bottom note is the kind of note it is. It can be a whole, half, quarter, etc. note. (Picture: http://www.igdb.co.uk/pages/music-theory-lessons/images/time-signature.png) (On Becoming A Conductor)
- -Music starts with a time signature on the left hand side. -Time signatures tell someone how many and what kind of notes per measure there are. -The number on top is the number of notes per measure. The bottom note is what kind of note. -Musicians learn from a young age what each time signatures means. (The next slide explains more) -There are two numbers on time signatures. The top number is the number of notes per measure. The bottom note is the kind of note it is. It can be a whole, half, quarter, etc. note. (Picture: http://www.igdb.co.uk/pages/music-theory-lessons/images/time-signature.png) (On Becoming A Conductor)
- -An example of a time signature is 4/4 -4/4 is the most common time signature. -It means that there are four notes in a measure and there are four quarter notes in a measure. -4/4 is the most common time signature. So instead of a 4/4 next to the treble clef they write a big C (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -An example of a time signature is 4/4 -4/4 is the most common time signature. -It means that there are four notes in a measure and there are four quarter notes in a measure. -4/4 is the most common time signature. So instead of a 4/4 next to the treble clef they write a big C (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -An example of a time signature is 4/4 -4/4 is the most common time signature. -It means that there are four notes in a measure and there are four quarter notes in a measure. -4/4 is the most common time signature. So instead of a 4/4 next to the treble clef they write a big C (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -Top number: 4 of something -Bottom number: kind of note; whole, half, quarter, etc. note (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -Top number: 4 of something -Bottom number: kind of note; whole, half, quarter, etc. note (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -Top number: 4 of something -Bottom number: kind of note; whole, half, quarter, etc. note (Picture: http://s3.amazonaws.com/readers/2008/09/27/time-signatures_1.jpg) (On Becoming A Conductor)
- -If it is one it means it&#x2019;s a whole note -If it is two it means it&#x2019;s a half note -If it is four it means it&#x2019;s a quarter note -If it is eight it means it&#x2019;s a eighth note -If it is 16 it means it&#x2019;s a sixteenth note -An explanation of what each of those notes look like are on the next slide. (Picture: http://datadragon.com/education/reading/timesig.shtml) (http://datadragon.com/education/reading/timesig.shtml)
- -If it is one it means it&#x2019;s a whole note -If it is two it means it&#x2019;s a half note -If it is four it means it&#x2019;s a quarter note -If it is eight it means it&#x2019;s a eighth note -If it is 16 it means it&#x2019;s a sixteenth note -An explanation of what each of those notes look like are on the next slide. (Picture: http://datadragon.com/education/reading/timesig.shtml) (http://datadragon.com/education/reading/timesig.shtml)
- -If it is one it means it&#x2019;s a whole note -If it is two it means it&#x2019;s a half note -If it is four it means it&#x2019;s a quarter note -If it is eight it means it&#x2019;s a eighth note -If it is 16 it means it&#x2019;s a sixteenth note -An explanation of what each of those notes look like are on the next slide. (Picture: http://datadragon.com/education/reading/timesig.shtml) (http://datadragon.com/education/reading/timesig.shtml)
- -All notes look different because they all have a different value. -A musician holds a whole note longer than a quarter note. -Musicians learn how to read these notes when they start an instrument. -A note is held for different lengths for what it looks like. (Picture: http://www.invention.net/pics/jonas18.jpg) (Picture: http://www.guitarland.com/Music10/MusFund/Note_Values/Images/Gifs/NoteTree.GIF)
- -All notes look different because they all have a different value. -A musician holds a whole note longer than a quarter note. -Musicians learn how to read these notes when they start an instrument. -A note is held for different lengths for what it looks like. (Picture: http://www.invention.net/pics/jonas18.jpg) (Picture: http://www.guitarland.com/Music10/MusFund/Note_Values/Images/Gifs/NoteTree.GIF)
- -All notes look different because they all have a different value. -A musician holds a whole note longer than a quarter note. -Musicians learn how to read these notes when they start an instrument. -A note is held for different lengths for what it looks like. (Picture: http://www.invention.net/pics/jonas18.jpg) (Picture: http://www.guitarland.com/Music10/MusFund/Note_Values/Images/Gifs/NoteTree.GIF)
- -The two edge pictures are of examples of time signatures. -The middle chart explains what some time signatures are and how to read it and what it means. (Picture: http://wpcontent.answers.com/wikipedia/commons/6/64/Common_time_signatures.gif) (Picture: http://www.learn4good.com/kids/images/timing.gif) (Picture: http://www.making-music.com/TimeSignature-15.jpg)
- -The two edge pictures are of examples of time signatures. -The middle chart explains what some time signatures are and how to read it and what it means. (Picture: http://wpcontent.answers.com/wikipedia/commons/6/64/Common_time_signatures.gif) (Picture: http://www.learn4good.com/kids/images/timing.gif) (Picture: http://www.making-music.com/TimeSignature-15.jpg)
- -The two edge pictures are of examples of time signatures. -The middle chart explains what some time signatures are and how to read it and what it means. (Picture: http://wpcontent.answers.com/wikipedia/commons/6/64/Common_time_signatures.gif) (Picture: http://www.learn4good.com/kids/images/timing.gif) (Picture: http://www.making-music.com/TimeSignature-15.jpg)
- -The two edge pictures are of examples of time signatures. -The middle chart explains what some time signatures are and how to read it and what it means. (Picture: http://wpcontent.answers.com/wikipedia/commons/6/64/Common_time_signatures.gif) (Picture: http://www.learn4good.com/kids/images/timing.gif) (Picture: http://www.making-music.com/TimeSignature-15.jpg)
- -Each time signature has a different beat pattern of how the conductor will conduct the music. -Conductors learn what each time signature means and how they have to conduct to convey where the beat is for the musicians. -The conductor conducts 4/4 differently than 3/4 differently than 6/8. (Picture: http://www.davidconductor.com/images/dc-conducting.jpg)
- -Each time signature has a different beat pattern of how the conductor will conduct the music. -Conductors learn what each time signature means and how they have to conduct to convey where the beat is for the musicians. -The conductor conducts 4/4 differently than 3/4 differently than 6/8. (Picture: http://www.davidconductor.com/images/dc-conducting.jpg)
- -Each time signature has a different beat pattern of how the conductor will conduct the music. -Conductors learn what each time signature means and how they have to conduct to convey where the beat is for the musicians. -The conductor conducts 4/4 differently than 3/4 differently than 6/8. (Picture: http://www.davidconductor.com/images/dc-conducting.jpg)
- -Courage is needed to start the sound. -Precision without accent is needed to stop the sound. -The start of the sound is given with a preparatory beat. -The preparatory beat must take the time exactly one beat of the time-beating gestures to follow -Stopping the sound needs to be precise the orchestra knows EXACTLY when to cut off, so that everyone is together. (Picture: http://www.stjohnlutheranoc.org/images/logos/music%20notes.gif) (On Becoming A Conductor-Battisti)
- -Courage is needed to start the sound. -Precision without accent is needed to stop the sound. -The start of the sound is given with a preparatory beat. -The preparatory beat must take the time exactly one beat of the time-beating gestures to follow -Stopping the sound needs to be precise the orchestra knows EXACTLY when to cut off, so that everyone is together. (Picture: http://www.stjohnlutheranoc.org/images/logos/music%20notes.gif) (On Becoming A Conductor-Battisti)
- Score is what the conductor looks at, and has every instrument and what their playing. -Developing inner hearing skills---Inner hearing is the ability to &#x201C;hear&#x201D; a score&#x2019;s notational symbols without recourse to audible sound -A way to do this is sit down at a piano, listen and fix the pitch in your &#x201C;inner ear.&#x201D; However don&#x2019;t sing it. Then think of the next note a half step higher and sing it, and then check to see if you are correct with the piano. -Detecting wrong notes---Start by studying and inner-hearing a solo line of music. After that, have someone play the music on the piano or another instrument, inserting mistakes (wrong notes or rhythms) and then identify the mistakes. -Developing clef reading skills---Conductors must develop excellent skills in reading music in all clefs (G [treble], F [bass], and C clefs) -Score reading at the piano---The ability to read and play scores at the piano is a great asset for conductors. Being able to read and play scores at the piano is especially helpful for &#x201C;reading and hearing&#x201D; complex musical scores. -Creating condensed/compressed scores---Constructing (writing out) condensed/compressed scores from full scores can help conductors better visualize and inner-hear the music (Picture: Taken by Gjon Mili www.life.com) (On Becoming A Conductor, 23)
- -Score orientation and examination---Score study begins with an examination of the information found on the cover and in the opening pages of the score: title of piece, composer/arranger, publisher, date of publication, listing of parts, performance duration, dedication/commissioning information, and program notes. Once that has been done then the conductor should look at the first page of music to see if the score is in C (concert pitch) or transposed. -Score readings---The primary purpose of &#x201C;score readings&#x201D; is to develop an unbroken inner hearing image of the piece. Readings should continue until the conductor has acquired a lear skeletal image of the piece in his/her mind. -Score analysis---In this phase of score study the conductor analyzes all the work&#x2019;s musical components. In traditionally composed music, these components are melody, harmony, form, tempo. meter, rhythm, orchestration, texture, dynamics, stylistic articulations, and expressive terms. -Score interpretation---The interpretation of a piece represents a conductor&#x2019;s personal image of the music&#x2019;s expressive character, meaning, spirit, and soul. (Picture: http://composertools.com/Dictionary/MusicWords07_files/image004.jpg)
- -Score orientation and examination---Score study begins with an examination of the information found on the cover and in the opening pages of the score: title of piece, composer/arranger, publisher, date of publication, listing of parts, performance duration, dedication/commissioning information, and program notes. Once that has been done then the conductor should look at the first page of music to see if the score is in C (concert pitch) or transposed. -Score readings---The primary purpose of &#x201C;score readings&#x201D; is to develop an unbroken inner hearing image of the piece. Readings should continue until the conductor has acquired a lear skeletal image of the piece in his/her mind. -Score analysis---In this phase of score study the conductor analyzes all the work&#x2019;s musical components. In traditionally composed music, these components are melody, harmony, form, tempo. meter, rhythm, orchestration, texture, dynamics, stylistic articulations, and expressive terms. -Score interpretation---The interpretation of a piece represents a conductor&#x2019;s personal image of the music&#x2019;s expressive character, meaning, spirit, and soul. (Picture: http://composertools.com/Dictionary/MusicWords07_files/image004.jpg)
- -Score orientation and examination---Score study begins with an examination of the information found on the cover and in the opening pages of the score: title of piece, composer/arranger, publisher, date of publication, listing of parts, performance duration, dedication/commissioning information, and program notes. Once that has been done then the conductor should look at the first page of music to see if the score is in C (concert pitch) or transposed. -Score readings---The primary purpose of &#x201C;score readings&#x201D; is to develop an unbroken inner hearing image of the piece. Readings should continue until the conductor has acquired a lear skeletal image of the piece in his/her mind. -Score analysis---In this phase of score study the conductor analyzes all the work&#x2019;s musical components. In traditionally composed music, these components are melody, harmony, form, tempo. meter, rhythm, orchestration, texture, dynamics, stylistic articulations, and expressive terms. -Score interpretation---The interpretation of a piece represents a conductor&#x2019;s personal image of the music&#x2019;s expressive character, meaning, spirit, and soul. (Picture: http://composertools.com/Dictionary/MusicWords07_files/image004.jpg)
- -Score marking is different for each conductor.---Some conductors mark EVERYTHING. Others just mark a couple of things. -Marking the scores helps the conductor remember specific things within the music. ---Conductors mark things that are important but things they may forget while their on the podium. Things that conductors mark are dynamics, tempo changes, time signatures, difficult to remember entrances of different instruments, accelerandos or ritardandos. Those are just some of the things that conductors mark. -For everyone else it&#x2019;s like marking your books with highlighters. (Picture: http://www.flickr.com/photos/nantel/3249042294/) (On Becoming A Conductor, 38)
- -A beat pattern is what the conductor is actually doing. That&#x2019;s the &#x201C;official&#x201D; name. No matter with they are waving their arms in a 4 beat pattern, or 3 beat pattern, it doesn&#x2019;t matter. What a conductor is doing, is a beat pattern. -This is Eugene Ormandy conducting the Philadelphia Orchestra in 1958 (Picture: Taken by Robert W. Kelley www.life.com)
- -A beat pattern is what the conductor is actually doing. That&#x2019;s the &#x201C;official&#x201D; name. No matter with they are waving their arms in a 4 beat pattern, or 3 beat pattern, it doesn&#x2019;t matter. What a conductor is doing, is a beat pattern. -This is Eugene Ormandy conducting the Philadelphia Orchestra in 1958 (Picture: Taken by Robert W. Kelley www.life.com)
- -Beat one always goes down. No matter what beat pattern someone is conducting, beat one is ALWAYS done. -Then depending on what time signature the music is in, the conductor then conducts it accordingly. (Pictures: startachoir.99newsongs.com/id22.html)
- -Beat one always goes down. No matter what beat pattern someone is conducting, beat one is ALWAYS done. -Then depending on what time signature the music is in, the conductor then conducts it accordingly. (Pictures: startachoir.99newsongs.com/id22.html)
- -Beat one always goes down. No matter what beat pattern someone is conducting, beat one is ALWAYS done. -Then depending on what time signature the music is in, the conductor then conducts it accordingly. (Pictures: startachoir.99newsongs.com/id22.html)
- -Drum Majors have to give very precise beat pattern.---Drum Majors have to give very precise beat patterns because there are so many people and they are all spread out on a football field. -Usually very military.---Drum Majors started out in the military with military bands and so the military aspect has just stuck with marching bands. -However there are different types of marching band conducting. (Picture: http://upload.wikimedia.org/wikipedia/en/7/78/ISU_Drum_Major_%281%29.jpg) (The Dynamic Drum Major, 5)
- -Drum Majors have to give very precise beat pattern.---Drum Majors have to give very precise beat patterns because there are so many people and they are all spread out on a football field. -Usually very military.---Drum Majors started out in the military with military bands and so the military aspect has just stuck with marching bands. -However there are different types of marching band conducting. (Picture: http://upload.wikimedia.org/wikipedia/en/7/78/ISU_Drum_Major_%281%29.jpg) (The Dynamic Drum Major, 5)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -As I said before I am the Drum Major of the Marching Band this year. -(show video of me) -Up next is a video of a collegiate marching band. University of Delaware Marching Band. Joe and Christine are the Drum Majors. They taught me how to conduct at Drum Major Academy -(Pictures taken by Anne Szal and Katie Searfoss)
- -University of Delaware Marching Band -(Up next is Morgan State) Morgan State is known for the way their Drum Major conducts. It is not actually conducting, he is really dancing. BUT if you watch the Drum Major you see he dances on the beat so the band knows where to play. -(Video recorded by Emily Szal)
- -Morgan State University Marching Machine -(Video taken by Emily Szal)
- -A lot looser than a Drum Major.---Conducting an orchestra is a lot more relaxed than marching band conducting. -Not so strict.---However this does not mean that orchestra conductors aren&#x2019;t forceful. When the music calls for it a orchestra conductor can become forceful with their beat patterns, almost looking like a drum major. -Usually only uses the right hand and uses left hand for cues. ---Because orchestra conducting is more relaxed they usually just use their right hand to conduct and only bring their left hand up for cues or a dynamic change. (Picture: http://www.francoisglorieux.com/photos/conducting/lg/fg_conducting_the_national_symphony_orchestra__london_3.jpg) (Picture: Taken by Alfred Eisenstaedt www.life.com)
- -The conductor of a Jazz Band is very loose. Hardly moves their hands to conduct. Some jazz conductors just walk away from the band. (Picture: http://itasca10.files.wordpress.com/2009/03/loest-leading-the-jazz-band1.jpg)
- Video of Upper Merion Jazz Band. (Video filmed by Anne Szal)
- -The conductor has to conduct the pit orchestra. -Also has to conduct the actors on stage and backstage. -A conductor for pit orchestra has many things to think about. -The conductor obviously conducts the orchestra right in front of them, however they also have to conduct the actors on stage. The conductor has to make sure that the actors are singing at the exact time that they need to come in. The conductor has to make sure that everyone is together. -The conductor also has to conduct actors who are backstage. The conductor conducts to a camera and the actors have a TV backstage to watch them. (Picture: http://www.conradaskland.com/blog/wp-content/uploads/2007/09/conrad-conducting-brigadoon.jpg) (Information found from personal experience backstage with a pit conductor)
- I interviewed three real world conductors about their job. Two from Interlochen. One named Jung-Ho Pak who conducted the World Youth Symphony Orchestra. And the other Dr. David Fryling who conducted the World Youth Honors Choir. The third conductor is Adam Souza who conducts the Broadway Musical Wicked on tour now. (Picture: http://www.interlochen.org/) (Picture: http://www.visitjacksonville.com/includes/media/images/WICKED-VisitJax.jpg)
- I interviewed three real world conductors about their job. Two from Interlochen. One named Jung-Ho Pak who conducted the World Youth Symphony Orchestra. And the other Dr. David Fryling who conducted the World Youth Honors Choir. The third conductor is Adam Souza who conducts the Broadway Musical Wicked on tour now. (Picture: http://www.interlochen.org/) (Picture: http://www.visitjacksonville.com/includes/media/images/WICKED-VisitJax.jpg)
- I interviewed three real world conductors about their job. Two from Interlochen. One named Jung-Ho Pak who conducted the World Youth Symphony Orchestra. And the other Dr. David Fryling who conducted the World Youth Honors Choir. The third conductor is Adam Souza who conducts the Broadway Musical Wicked on tour now. (Picture: http://www.interlochen.org/) (Picture: http://www.visitjacksonville.com/includes/media/images/WICKED-VisitJax.jpg)
- (Pictures taken by Anne Szal)
- (Pictures taken by Anne Szal)
- (Pictures taken by Anne Szal)
- (Pictures taken by Anne Szal)
- Teach the class how to conduct. All four songs are in 4/4 Hand out the music to Michael Buble&#x2019;s song Everything and ask someone to tell me what the time signature is. (Answer: 4/4) (Picture: http://staffweb.wylieisd.net/stff/petej/Pictures/Conductor dude.jpg)
- Teach the class how to conduct. All four songs are in 4/4 Hand out the music to Michael Buble&#x2019;s song Everything and ask someone to tell me what the time signature is. (Answer: 4/4) (Picture: http://staffweb.wylieisd.net/stff/petej/Pictures/Conductor dude.jpg)
- Teach the class how to conduct. All four songs are in 4/4 Hand out the music to Michael Buble&#x2019;s song Everything and ask someone to tell me what the time signature is. (Answer: 4/4) (Picture: http://staffweb.wylieisd.net/stff/petej/Pictures/Conductor dude.jpg)
- Teach the class how to conduct. All four songs are in 4/4 Hand out the music to Michael Buble&#x2019;s song Everything and ask someone to tell me what the time signature is. (Answer: 4/4) (Picture: http://staffweb.wylieisd.net/stff/petej/Pictures/Conductor dude.jpg)
- I&#x2019;ve learned so much about conductors. All they have to know and go through to make such a beautiful sound at a concert. It did surprise me a little how much they have to know. But for me personally it made me fall in love with conducting even more. I really hope that when people go to concerts or to a show they notice the conductor at least once to appreciate them and all they do for the performance. I hope you learn about conducting. But mostly I hope now knowing what a conductor does it enriches your enjoyment and appreciation of music for the rest of your life. (Picture: http://www.flickr.com/photos/35237096015@N01/6730463)