Conducting

I was in an online conversation recently with a director who is very new in post. She was asking advice about a particular administrative task, and my contribution to the debate (since other people had already helped out with useful advice on the specific question) was to suggest it was something she could usefully delegate. She wasn't going to be short of things to do without this task, after all.

Her reply was one of those that I knew choral directors across the globe would empathise with:

I do appear to have taken on a great deal of other jobs as a job lot, but on the other hand haven't asked if anyone else would volunteer, so will bring this up at this week's rehearsal or at the first committee meeting (or music team meeting). Is it your experience that smaller choruses find it more difficult to field jobs out or is it the usual scenario of 'ask a busy person' regardless of the size of membership? A good proportion of members are in the 'elderly' section and I know, are not too keen to take on any responsibility. Committee and music team meetings appear to have been very few and far between so am working on making these more regular, at least until I get more of a 'feel' for the position and its commitments/what I feel comfortable delegating!

One of the truisms in choral conducting is the importance of eye contact. When being coached myself, I have been given exercises such making sure I look round at every individual, with the chorus instruction to raise their hands if they feel lacking in director attention. And as a coach, I have spent time with other directors intervening in habits such as dropping the gaze just before bringing the singers in.

At the same time, though, I have to note that some of the best sounds I have heard directors elicit from their singers - the most unified, in tune, resonant - have come when the director was not making eye contact, but was instead listening intently.

Action shot from the coaching session

Sunday saw the second of the days I have led for the chorus directors of the Ladies Association of British Barbershop Singers. Like last year's, we had around 90 delegates, but this year we had expanded the team of facilitators and presenters to make it even more of an extravaganza. The thinking behind this is that one of the primary challenges in developing this programme is giving the membership access to the wonderful resource of each other's experience, while still giving everyone the chance to feel like a delegate who is being educated and not only a presenter who is helping others.

The session that was the most rewarding from my perspective was also one of the shortest (this wasn't the reason!). We had billed it as 'show and tell', as it show-cased the association's most successful director, Sally McLean who directed the assembled delegates while I gave a commentary highlighting aspects of her technique to note.

Karen O'ConnorI spent all day Thursday at a workshop on applications of sports psychology to musical performance, run by performance coach Karen O'Connor. Karen started out as an oboist (she played with the CBSO for many years), and I knew her when I worked at the Birmingham Conservatoire, where her work with students on mental skills for performance was widely admired

I am sure that knowing of her work has encouraged my own investigations into such things as adrenaline, self-talk and NLP, and it was a delight to hear her present her work, rather than learning about it piecemeal by hearsay. The ideas involved a pleasing mix of things that resonated with my current praxis, and concepts/approaches that were new to me, and the discussions between the delegates added a rich range of different perspectives on them and possibilities for their application. I would highly recommend the day to anyone involved in facilitating performance.

I recently spent a morning working with the director and assistant director of a choir on a variety of elements of both vocal and conducting techniques. It was an interesting session for all kinds of reasons, not least the resonances between the work on their own voices and the work on how they will help others’ voices with their gestures.

We spent the first part of the conducting work using the principle that you can hear what kind of effect your gestures will have on a choir by listening to how they affect your own voice. Singing a simple 5-note scale to a conducted 4-pattern, for example, gives a very immediate and clear indication of where that pattern facilitates legato and where it is bumping. Down-beats in particular are a challenge to combine the clarity needed for accurate rhythm and a synchronised performance with the continuity that voices need to flow at their best.

I had a rich and fascinating evening working with Cleeve Harmony near Cheltenham on Tuesday. This is a new barbershop chorus, only 10 months old, and while its membership profile is very typical in its mix of people with previous experience and people new to singing, it is striking for having only one member - its founder-director, Donna Whitehouse - with any previous barbershop experience.

My remit for the evening was primarily to help them with director-chorus communication - working with Donna on aspects of her technique, and working with the chorus on making sense of what she's doing. One of the rewarding things about such an agenda is the sense that whichever end of the equation you address, you also help the other.

We all know that listening is central to ensemble music - the participants listening to each other, and in bigger ensembles, the director listening to the whole. And if you asked any member of an ensemble if they were listening, they would reply that of course they were. But equally there may be all sorts of stuff that's going on that they're not hearing. Why is this?

• They may be focusing so carefully on their own part that everything else is shunted to the very edge of their attention. Another, involuntary, version of this is when a dose of adrenaline induces tunnel hearing
• They may have got so used to how the ensemble sounds that they have ceased to notice things that could be improved. Persistent tuning or synchronisation errors are often in this category. Combine these first two experiences, and you start to grow some flaming pink hippos
• They may not have the perceptual categories to identify an issue, or their scale of perception is not sufficiently fine-grained to make the distinction.

I spent Wednesday evening in Coventry with the Belles of Three Spires, working both with the chorus and with their directors. Well, that's always the case of course, but our focus was sometimes on changing what the singers did to improve the performance, and sometimes on the person out front.

Read almost any book on conducting, and you will find some comment about how the director's communication and expressiveness comes not only from their conducting gestures, but from their whole demeanour: their face, their stance, their way of being in the world. (That includes my book, I should add.)

Now, both Belles director Lucy and her assistant Lindsey are expressive musicians who clearly have a full-body experience of music. So I didn't need to tell them this. Actually, what we found ourselves doing was concentrating the musical attention more closely into the gestures.