Dear Colleagues,

I've found that creating - and empowering - section leaders can make a remarkable difference in the quality of your ensemble's work. And, yes, section leadership can work wonderfully well for choruses, as well as for bands and ensembles.

Here are a just a few of the benefits created by choosing and working with section leaders who understand - and will eventually be able to carry out - their responsibilities:

1. You'll accomplish far more in rehearsals. While you work with one section of your ensemble, section leaders can be working with their own sections on items that you covered previously but weren't executed. I know you'll find that so much time can be saved this way…and we never seem to have enough time to cover all that we want.
   
   
2. Corrections you've made at previous rehearsals are likely to be carried out. Why? Because - as you know so well - students are far more likely to listen to their classmates than to us!
   
   Now, if you've considered and applied some of the suggestions found in earlier Tips about ways of motivating the students to mark their parts and observe all dynamic and expressive marking, it's likely that the young musicians are doing what you've asked. But we do live in the real world and the young musicians will need some reminding. I think you'll find it far more effective if those reminders come from the students' friends rather than from us.
   
   
3. The young musicians' concentration level will skyrocket. As your students understand the message you're sending: "I trust that you and your section leaders can and will work together to do it right." - they'll begin to assume responsibility for the quality of their playing and singing.
   
   They'll become active learners who take increasing pride in their work and, as a result, build their self-esteem. When this happens, they'll come to regard ensemble participation as an activity that meets their deepest needs, and you'll be amazed at the level of concentration that the students can achieve, regardless of age or experience.

1. Students may feel uncomfortable "telling their contemporaries what to do;" they don't want to come off as sounding superior.
   
   One way to address this common issue is to discuss what the job entails with your section leaders in a private meeting. Meet with them as a group to go over their "job description," and encourage them to give it a try, even if it feels strange or uncomfortable at first. Address their fears of what section members may think of them in their new roles, and suggest ways of passing on information that won't feel like they're being "bossy."
   
   Of course, you'll want to give students who are currently your principal players the option of letting someone else be the section leader if they're just too uncomfortable with it all. And there will surely be a period of adjustment for everyone.
   
   But I strongly believe the benefits are worth the discomfort (short term pain - long term gain). And it's my experience that, over time, the role of section leader, as well as the benefits of having section leaders, will become known and accepted by the students as an important part of the ensemble culture.
   
   

2. New section leaders need lots of reminding, but you don't want to single them out for criticism during rehearsals.
   
   They'll need plenty of reminding because leading a section will be a new and, in the beginning, somewhat uncomfortable experience…and because there are so many responsibilities. I suggest that you meet with your section leaders as often as possible to review how they did, to offer suggestions, and to answer their questions and concerns. Meeting with them in a group will help them feel less alone in their new (and challenging) role.