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Elevate Your Level of Readiness: A Method for Effective Score Study

band period? We also have to find an appropriate time to Putting a “Bow” on It
end rehearsal to allow for a calm, efficient breakdown of One crucial variable has not received much attention
our instruments and transition to the next class. This all in this article: the students. I often ask myself these
needs to be accounted for when determining the amount kinds of questions when I clinic a school group: Are they
of time we need to spend on each piece. Teachers just getting enough meals at home? Are they compelled to
starting their careers may not have all the rehearsal tools of work another job after sectionals to support their family?
a veteran teacher with thirty-plus years of experience, but Is this piece too hard for them? Which of these students
all of us have control of our rehearsal time and can choose are being bullied? The list of questions is endless and the
what we work on and for how long. answers are difficult and often far beyond our control as
Secondly, include in your plan a time when you peel conductors. In an effort to provide at least one worthwhile
away each layer in a work. Playing through large chunks musical experience every day for my students, I choose to
with your group has value at the start of a rehearsal, but the control what I can control. I commit to score study, plan
nitty-gritty work cannot be completed until we isolate each my rehearsals, and try to bring high-level energy to every
part. This may be partially “covered” in sectionals or pass- rehearsal each day. If you mark your scores meticulously

offs, but performing these sections layer by layer in large and develop intentional, purposeful rehearsal plans, you
rehearsal not only exposes the part and places it on a more will elevate your level of readiness and pave the way
public stage, but also helps instill ensemble awareness of towards higher-level performances with your student
the parts the student musicians should listen for. ensembles.
In addition, an effective conductor knows which parts
(and which individuals) they are rehearsing before the Note from the Author
rehearsal. A significant portion of my rehearsal plan is This article is distilled from several clinics presented
listing the following: MEASURE – INSTRUMENT – ISSUE/ at music education conferences and university campuses
CHALLENGE. After determining the “chunk,” I make around the country. I extend my sincere gratitude to Dr.
my list of what layer to peel away and then, in rehearsal, Kevin Salfen, my colleague at the University of the Incarnate
address the issue using a specific “request structure,” Word, for his contributions as an editor. Many thanks
another method inherited from a mentor: to the Texas Bandmasters Association, Mike Brashear,
• WHO – Gets the students’ attention. Executive Director; members of the Texas Music Educators
• WHERE – Directs the student to the area of focus. Association; and the music education students at Texas
• WHAT – What do we need to fix? State University and the University of the Incarnate Word
• HOW – The solution. for allowing me to refine these thoughts before publishing.
In a rehearsal, this structure may sound like this: Finally, I extend heartfelt gratitude to the master teachers
“Flutes and Clarinets...measure 4...we aren’t connecting whose ideas permeate this article and changed my teaching
the quarter notes from beats 3 to 4...use a more legato for the better.
tongue at that spot...again...” We then wash-and-repeat this
process throughout the rehearsal and after having isolated
the layer, we assemble the parts again to see how they fit
together, and proceed to the next item on our list.

Dr. Brett A. Richardson is the Coordinator of Music Education and Director of Bands at the University of the Incarnate Word in San Antonio,
Texas. He holds a Doctor of Music degree in Wind Conducting from the Indiana University Jacobs School of Music, a Master of Music degree in Wind
Conducting from Texas A&M University-Commerce, and a Bachelor of Music Education degree from Stephen F. Austin State University. Prior to his
appointment at UIW, Dr. Richardson served on the faculty of Stephen F. Austin State University and as a music educator in the Clear Creek and Lewisville
Independent School Districts. He proudly serves as a clinician, adjudicator, and guest conductor for bands of all levels. Please direct all questions to
barichar@uiwtx.edu – he would love to hear from you!
Bandmasters Review • April 2018 27 Texas Bandmasters Association