Choral Rehearsal & Vocal Techniques

Teaching Example
The Importance of Purposeful Warm-ups

My experience in this class both altered and reinforced my views relating to planning and

leading warm-ups. When we started discussing this topic, I realized how much of our

conversation applied to any performance-based rehearsal or lesson, regardless of whether or

not it is chorus, band, or a different ensemble (transfer of learning). Therefore, I plan on using

what I learned in any ensemble or lesson teaching situation in which I find myself.

Our class discussion about warming-up inspired me and challenged me in different

ways. We discussed the reasoning behind warming-up, different types and specific ways to

warm-up, establishing a purpose for each exercise, and the importance of students

understanding the warm-up process.

One thing that stood out to me the most was the importance of having a purpose for

each warm-up activity, and making sure that every student understands this purpose. It can be

beneficial to include warm-ups that are geared towards developing a specific skill that directly

applies to a piece, so that students can use the warm-up time to develop these skills for making

music in context. This goes along with the Gestalt approach to teaching because it helps

students realize how the specific skill fits into the piece as a whole.

I created a warm-up routine for my beginning brass students that involved two parts.

Part one focused on buzzing. First, we hum a pitch and then buzz it. This exercise helps ear

training (Gordon), pitch accuracy, and execution with buzzing. Second, we buzz sirens. The

purpose of buzzing sirens is to expand our range and reinforce how to create high/low pitches

using air speed and control. The third section of our buzzing warm-up involves buzzing long

tones. This is to reinforce proper breathing habits and posture, as well as mouthpiece stability

and consistent air control. The second part of the warm-up includes long tones on each note

that they have learned (C-G). This reinforces accurate fingerings and slide-positions, air control,
and tone. I have included a handout depicting the mouthpiece warm-up routine (Ausubel), as

well as an instrument warm-up sheet that I plan on introducing next year (we would play #1 and

then pick another warm-up that is applicable for that particular day).

One thing that I want to try to add to my teaching this year is the practice of explaining

and reviewing the purpose of each of these warm-ups (contextual learning). I mentioned it to

them when I first introduced it, but I want to put more emphasis on the purpose of each warm-up

so that they are more likely to use them when they practice at home.