FMEA Conference
Friday
10, 2014
7:45 a.m.
Director of Orchestral and Strings Studies
The University of Tampa komelchenko@ut.edu
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What are Expectations?
The act or state of looking forward or anticipating; a prospect of future good or profit
Expectations should be created, implemented, evaluated, reset, adjusted, altered, confirmed as needed
Expectations are a choice and need to be consistent, practiced and reinforced
Takes energy to set high and
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“An attitude of positive expectation is the mark of the superior personality.”
–Brian Tracy (CEO and Chairman of Brian Tracy
International Company)
“Excellence is the Result of
Caring more than others think is Wise,
Risking more than others think is Safe,
Dreaming more than others think is Practical, and Expecting more than others think is Possible”
–Anonymous
“Blessed is he who expects nothing, for he shall never be disappointed”
–Alexander Pope (English Poet)
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Set own expectations
What kind of educator/director/conductor do I want to be?
Start small-one goal a day easy to achieve
What kind of leaders/students/musicians do I want in my ensemble?
What kind of attitude do I expect from the players?
How do I expect the players to treat me and one another?
What kind of environment/culture do I want established in rehearsal?
Then set expectations for the ensemble- start small
Share Expectations with students and ensemble
Have an open discussion, compare expectations
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Planning and Commitment
The Body is our first instrument
Posture, Body Language
First Impressions
Physical Appearance
Outfit- colors, dress professional
Create Rehearsal Schedule- map it out with pencil
General and Specific
Auxiliary instruments
Communication
Preparation! Score and form analysis, transpositions historic research, anticipate problem spots
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Put the plan into effect/action
Set attitude, mood, energy from the beginning, day 1
What do I expect of the players at the start of rehearsal?
The Podium and Conductor ’ s Stand
The Clock- Start on time, end of time
Brass, Harp, Piano? Auxiliary instruments
Create the Culture you desire
The Psychology of the ensemble and mood of rehearsal
Use humor when needed
Be stern and push when needed
Be aware of the time of season, semester, exams,
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• Takes place during the rehearsal
• Make age and ensemble-level appropriate
• Treat them professionally the way I expect them to behave and play
• Tuning Expectations
• Hold players accountable
• Hold myself accountable
• Podium utilized for music
• Prep beats in style of music
• Don’t wait for them
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• Start on a feel-good piece, get everyone involved
• Let the ensemble play a while before stopping
• Instrument vs. Player’s Name
• Speak in 7 words or less rule
• Corrections: Who, Where, What, Why/How
• Active vs. Passive instructions
• Start with a positive then give correction
• Please and Thank You
• Beware of over complimenting
• Repeat/rehearse something 3 times rule, then move on
• Trust yourself, trust your ensemble
• Danger words “Ok” and “Good”
• Rehearsal Letters, be creative
• Remain in musical world and mood/character
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End rehearsal on a Good Note! Upbeat Music
Goal is to inspire ensemble and
To be inspired by the ensemble
Train students to train themselves and each other
To take responsibility
Have student leaders/officers
Orchestra Advisory Board
Video tape self and rehearsals
Observe tapes and evaluate
Discuss and Communicate with ensemble
Practice Concert bows, tuning, walking on/off, soloist(s) entrance/exits, group standing/sitting, etc.
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• Invest- Students are expected to practice, be prepared, listening to the pieces, know history of music, style of composer and period of music.
• Implement- Students are expected to be ready to play at rehearsal, come in on time, tuned, warmed-up, rosined, pencil and music ready on stand. Come ready to work and with positive energy.
• Invigorate- Students are expected to maintain energy and focus throughout rehearsal. Use correct posture and technique, to lead their section. To share emotions, to be vulnerable, to make music together.
• Inspire- Students are expected to want to improve, to be excited after the rehearsal. To practice and know what to work on for themselves.
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Music Director
Needs to provide the vision for the ensemble
Needs to be passionate, inspirational, creative, yet vulnerable
Take risks, use humor, be spontaneous, be honest, be flexible, patient, positive, generous, attentive, assertive, firm, nurturing, do the unexpected .
Setting expectations begins with you!
From Musical to Magical
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“What would you do today if you had no fear?”
“All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,”
—William Shakespeare ( As You Like It )
“In order to be irreplaceable one must always be different”—Coco Chanel
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Contact:
Kira Omelchenko, D.M.A.
Assistant Professor of Music
Director of Orchestral and Strings Studies
The University of Tampa komelchenko@ut.edu
(813) 257-3762
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