Job Scopes for Musical Leaders

Student Conductor

 Assist the instructor and conducts practice whenever instructor is not around

 In-charge of the progress of all sectional leaders

 To sit in auditions and to provide feedback to instructor plan)

 Be critical with ensemble playing; give comments to ensemble on how they

can further improve (eg. Do not rush at bars 20-21)

 Feedback to instructor after you have conducted a practice

 Review on what you have done with the ensemble, check if it is effective. If

it is not effective, approach instructor for more ideas/approach.

 Always be one of the best players in the ensemble

 Conduct warm ups like scale practice, RH strumming exercises and LH

exercises

 Train up assistant student conductors in conducting warm ups

 Need to identify and recommend students who have potential for music

leadership

 Conduct at performances where the conductor is not present

 Conduct selected pieces of music during concerts as directed by the conductor

 Form and supervise the chamber groups, trios, duets, quartets

Concert Master

 To be concerned with all things musical

 To ensure that sectionals are conducted effectively and efficiently  Responsible for planning music repertoire for the year with section leaders

and instructor

 Supervise all sectional leaders and feedback to instructor on the musical

standard of the ensemble

 Responsible for every detail of any performance (mics, stage crew, seating

 Ensure that ensemble is ready for practice by arranging ensemble arrangement

Section Leaders

 Are responsible for the progress of their section and should always be ahead of your member

 Conduct and lead in sectionals, showing them how to practice

 Motivate section members to play well

 Be critical of your section playing and always give comments to your members on how they can improve their playing. If you encounter any problems, approach the instructor

 Keep scores for any absentees

 Take charge of section tuner and stands, ensure that equipment are

brought back to the store room after practice and that room used for

sectionals is cleared

 Maintain good discipline in your section

 Knowing their parts very well and are able to play it as an example for their

sections (with correct posture, articulation and phrasing)

 Focusing on weak areas during practice, repeat difficult passages and

discover solutions to technical problems (always check with your instructor

if you are unsure)

 Making maximum use of the time that is given to them during sectionals

and to ensure that the whole section comes away with more knowledge

and skill after each sectional

 Keeping written records or journals of your member’s progress and

performance in each sectional, need to provide feedback to the conductor

on a regular basis

 Keep track of attendance of respective section members and to be

accountable for those who are not present (those who are absent are

accountable to report to you of their absence before practice)

 Rehearsing with their sections both technical and musical aspects

 Reporting members who have sustained continuous satisfactory performance to the conductor for potential promotion to a leadership position

 Making sure that members who are lagging behind are given more attention during sectionals or given extra sectionals to catch up with the rest

 To be a firm, patient and caring teacher to the section