14.1 Choral clinics  (Page 2/3)

This type of clinic has the advantage of not using any school time and provides three or more hours of concentrated clinic work with one choir. It is most desirable in large schools where choral students are less likely to be involved in other after school programs. It will be more difficult to arrange in smaller schools where student participation in several activities is the norm.

A Saturday clinic could involve one choir or several choirs from the same school. A clinic on Saturday is often not as desirable because of the number of students that work on Saturdays or become involved in many nonschool

activities. A clinic held during the regular school day also has the psychological advantage of seeming more important to the students. Students tend to associate an importance with events they are released from class to attend.

The schedule on a Saturday could be as flexible as the local director would like to have it. If it involves only one choir, a full day's efforts will be a little too long. In this case, a three to four hour session with a long break is most advantageous. When more than one ensemble is included, it is best to spend at least two to two and a half hours with the best ensemble. These are the students most likely to provide the greatest response to the clinician's directions and to understand his comments about the music. More than an hour with the younger ensembles, or less talented groups, will prove to be too long. They are less able to grasp the meaning of the clinician's comments and it is more difficult for a clinician to demonstrate with these ensembles. When possible, they should definitely be involved in rehearsal with the clinician, however.

The timing of a clinic is quite important. There is no point in bringing a clinician to a school before the students know the notes. It would be ridiculous to utilize a clinician's talents for note-chasing. On the other hand, it is not good to hold the clinic too close to the date of a concert. A clinician will feel that his hands are tied, that it is too close to the concert to change phrasing or make major suggestions. Plan to bring in a clinician at a point in your rehearsal schedule when the notes are learned and the students are free to respond to his musical suggestions. This time will vary with every choir, but a point approximately two weeks before a concert will probably work well for most ensembles.

While the clinician is rehearsing the ensemble, the director should be constantly observing and taking notes of all items of interest. He should also write down any questions that he will later be able to ask the clinician. Do not ask questions of the clinician while his work is in progress. This will only slow him down and interrupt the flow of the rehearsal, a rehearsal that is limited already by the schedule. It is also beneficial to record the session.

After the clinician has rehearsed the choir, or choirs, plan to have thirty to sixty minutes during which you can discuss the performance of the works in question, ask any questions you may have jotted down, and get suggestions for continued progress with the choir. This discussion can be held over a cup of coffee, but it is important that you have the opportunity to spend some time alone with the clinician to discuss the day's events.