One of the greatest challenges large ensemble music directors face when entering the profession is learning how to maximize their rehearsal efficiency for an extended period of time. Prior to their student teaching internship, undergraduates are rarely afforded the opportunity to conduct or rehearse for more than 10 or 15 minutes during a single teaching episode, leading many students to feel that the lack of podium time is the biggest impediment to developing their rehearsal skills (Silvey, 2011). This line of thinking, consistent with perceptions cause of some university conducting faculty (Romines, 2003; Zirkman, 1984), may lead many to mistakenly believe that all of their rehearsal weaknesses are the result of inadequate time in front of students rather than perhaps their own limited understanding of key principles of effective large-group instruction. The rehearsal issues that conductors face are commonplace, and many of these can be remedied once the underlying instructional problems have been diagnosed.

Although music education specialists try to prepare students for the inherent difficulties in teaching--especially with large ensembles--there are so many issues to consider that even the most systematic pedagogues cannot cover every important rehearsal principle nor do they agree on the importance of such topics (Chapman, 2008; Manfredo, 2008). When confronted with students in an environment away from the skillful guidance of their instructors, many novice conductors often forget the helpful instruction from their preparation. Even experienced teachers are sometimes unaware of unproductive rehearsal habits that may have formed over time or the strategies necessary for their eradication or improvement.

The goal of this article is to illuminate conducting and rehearsal behaviors that may impede the productivity and efficiency of the daily rehearsal. It should be noted that the decision to include these general topics--while excluding others that were also deserving of further examination--was intentional. I first identified specific conducting and rehearsal skills that I believed were problematic issues for many teachers, basing this list primarily on my observations of preservice and in-service teachers' rehearsals. After reviewing extant conducting and rehearsal technique research, I selected six topics that (a) appeared frequently in the literature and (b) epitomized rehearsal skills that large ensemble music directors could change quickly. Using extant research findings as a basis for discussion, solutions that might positively affect all conductors who struggle with these problems are described.