Performance Element Location in Music Specific Performance Problem Strategy

Intonation M. 5-10 Clarinets 1/2 unison expose melody Isolation

Intonation M. 5-10 Clarinets 1/2 unison expose melody Modelling
Intonation M. 5-10 Clarinets 1/2 unison expose melody Vocal Declamation
Intonation M. 72-81 Alto Sax 1/2 harmonized melody Exaggerate
Intonation M. 72-81 Alto Sax 1/2 harmonized melody Same vs. Different
Intonation M. 72-81 Alto Sax 1/2 harmonized melody Audiation/Inner Hearing
Dynamics M. 52-56 Fl. Ob. Bsn. Trpts. Percusion Crescendo Modeling
Dynamics M. 52-56 Fl. Ob. Bsn. Trpts. Percusion Crescendo Vocal Declamation: Hissing
Dynamics M. 52-56 Fl. Ob. Bsn. Trpts. Percusion Crescendo Awareness
Dynamics M. 14-18 Clarinets/Bass clarinets/sax moving line diminuendo Exaggerate
Dynamics M. 14-18 Clarinets/Bass clarinets/sax moving line diminuendo Mental Practice
Dynamics M. 14-18 Clarinets/Bass clarinets/sax moving line diminuendo Chaining
Rhythm M. 1-14 Percussion 1 Vocal Declamation
Rhythm M. 1-14 Percussion 1 Chaining
Rhythm M. 1-14 Percussion 1 ROTE
Rhythm M. 26-28 8th note line in 2nd cl. Sax's, and horns Chunking
Rhythm M. 26-28 8th note line in 2nd cl. Sax's, and horns Rhythmic Movement
Rhythm M. 26-28 8th note line in 2nd cl. Sax's, and horns Modelling
Phrasing M. 26-33 Melody in upper voices Modelling
Phrasing M. 26-33 Melody in upper voices Vocal Declamation
Phrasing M. 26-33 Melody in upper voices Same vs. Different
Phrasing M. 56-64 Trombone and Horn 8th note line Analyze and Synthesize
Phrasing M. 56-64 Trombone and Horn 8th note line Awareness
Phrasing M. 56-64 Trombone and Horn 8th note line Simulation
Tempo M. 44 Full band tempo change Reinforcement/drill
Tempo M. 44 Full band tempo change Gesture
Tempo M. 44 Full band tempo change Rhythmic movement
Tempo M. 14-18 Poco Accel. Isolation
Tempo M. 14-18 Poco Accel. Exaggeration
Tempo M. 14-18 Poco Accel. Awareness
Specific Remedy
Isolate the part so that they can hear each other easier
Play part with a drone in tuba to help lock in pitch
Sing parts together so that they can hear the intervals
Tell each section to try to play out of tune, then next time, fix the tuning
Have each part play seperately, then ask whether the parts sound like harmonies or unisons.
Have the sax's sit out and listen while the band plays. Tell them to try to hera their part without playing it.
Show on primary instrument the type of crescendo you want your students to do
Tell the students to hiss their parts so they can get a feelf or the air needed to create the crescendo
Tell the students that they are not making a big enough crescendo
Tell people to et as soft as they possibly can, even if that means that they loose sound entirely
Ask students to mentally run trhough how they are going to make that diminuendo sound good.
Ask students to diminuendo on a whole note, then two whole notes, then 4 wnhole notes, then their parts.
Create nonsense syllables to help percussionist remember how the opening rhythm is played
2 Measure loop be divided into single measures
Play the rhythm on the drums for the student, then ask them to remediate
Dissecting the rhythmn into parts, tehn stacking tehm all together
Have the students tap on their leg the rhythm as I sing it to them.
Model the rhythm on my primary instrument then have them remdiate for notes, rhythm, and style
Model how I want the students to phrase the melody
Sing the parts all together to figure out where breaths should be taken. Get the students involved in the process
Phrase the melody yourself a couple different ways. Ask students if they heard a difference. Vote for the best one.
Breake the part into 4 bar phrases and ask if or if not those phrases should be seperated with a breath
Make them aware of the fact that those 8 bars are one phrase, ask not to breath over barlines
Air and finger parts and have students mark where they had to take a breath. Come to a conclusion together
Review this tempo change everyday for a week
Have students conduct that tempo change with you to get a feel for how you are doing it
Have students clap quarter notes while you conduct the tempo change so the meter becomes the focus over notes
Isolate the part and just work on increasing the speed for four measures
Practice increasing the speed by more than you plan to, then go back to the plan speed
Make students aware of what you plan on doing with the poco. Accel and ask them to mark it in their parts