Setting An Example In Musicality, Part 2

What does musicality encompass? Webster's says it is "sensitivity to, knowledge of, or talent for music."

In setting the example, the first two are the only ones to be concerned with, since one can do nothing about the third (I have heard some debate on that, but I'm not going there!).

To be sensitive to music, I suppose we should listen to it carefully, study it, chew on it. Think about the meaning, how the melody and harmonies are wed with the words. Consider what effect it has on us emotionally, and how it might affect our listeners.

Knowledge. This is where I can see the most potential for setting an example. Can I expect my choir members to expand their knowledge of music if I don't? I've got to set the tone in continuing my own musical education. This may mean reading books, watching DVDs, or attending conferences, workshops and seminars. It may even mean, for some, going on (or back) to school for further training or a degree. It could mean taking quality pieces of music and analyzing them for form, range, harmonies, melody, and anything that can be gleaned from them.

It might mean studying under a well-known director (possibly just as an observer, or as a member of the person's choir). Perhaps you have areas that are weak. Work on those.

Hang around others who are musically creative, growing and studying, and discuss music with them.

Above all, be growing yourself. God's Word says that no student is better than his teacher. This makes me want to be the best I can be. I don't want to hold a talented group back!

Next time I'll talk a bit about spirituality. I've spent a little time on morale, administration, and musicality.