How to Listen & What to Say: Effective Rehearsal Strategies

In this article, the author discusses the importance of hearing issues in the rehearsal space and finding effective ways to correct those errors. Clements suggests that if we, as conductors, are more proactive in listening, then we could experience a more effective and efficient rehearsal process. This article serves as a resource for conductors once they have completed the score study process and are ready to implement strategies for improving student listening, communication, long-term retention, and understanding of musical concepts.

Clements emphasizes teaching students to listen like their director, focusing on key musical elements such as tone, pulse, intonation, style, and balance. Since students cannot inherently hear what the director hears, they must be explicitly taught how to listen with intention and accuracy.

He introduces a rehearsal strategy that involves layering slow and fast music. This approach begins with establishing a clear melodic line, then gradually adds counter-lines or pulse elements to develop a cohesive musical texture. According to Clements, a productive rehearsal process hinges on a well-structured plan that promotes student engagement and listening skills.

The article concludes with practical strategies for addressing musical errors:

-Turn mistakes into learning opportunities.

-When giving instructions, use the "Who, When, What, How, and Why" framework.

-Emphasize the "why" behind musical decisions.

-Ask clear, purposeful questions to guide student understanding.

No matter your role in the rehearsal process, active listening is essential. It leads to a more cohesive ensemble sound and fosters a more collaborative rehearsal environment between you and your students.

I’ve always viewed the rehearsal space as a kind of laboratory—a place for exploration and experimentation. It’s where individuals come together under the guidance of a director to work through a piece of music. But the rehearsal process shouldn't be limited to students simply contributing their voices or instruments. Directors should empower students to engage more deeply by exploring the “why” behind musical decisions—whether made by the composer or the conductor—and to actively participate in shaping the musical experience. I encourage all directors to create space for students to take creative initiative in rehearsals. What might that look like in your ensemble?