Leadership Qualities
In order to

1. Earn respect,
2. Get and maintain control,
3. Motivate the group,

1. The ability to relate to the group
2. Eye contact
3. Projection of voice
4. The physical set-up
5. The ability to plan ahead
6. The ability to innovate and be flexible
7. Energy
8. The ability to listen and watch as you lead

1. Physical arrangement - where you are, where they are
2. Page number/reference
3. Background of the song

a. textual source
b. composer
c. other relevant "trivia" (song contest winners, etc.)
4. Translation
5. Review words (depending upon length).
6. Break up the song into manageable phrases.
7. Have the group repeat phrases (listen!).
8. Use body/hand cues for difficult phrases (no guitar!).
9. Repeat in bigger phrases (build sections).
10. Provide verbal directions about "where you are" in the song.
11. Sing it! (Don’t forget to teach the ending.)

Effective teaching requires forethought. Take the time to really learn a song well before you teach it.
Know as much about the song as possible. Plan out how you will teach the song, phrasing, etc. Practice!

DECISIONS, DECISIONS, DECISIONS . . .

(Group Dynamics/Management)

The following questions have no "correct" answers. They are judgments that each song leader has to make according to the particular situation. However, there are more informed and less informed choices. The purpose of this sheet is to provide you with some "information."

                    THINGS TO DECIDE IN ADVANCE

1. Physical layout You need to know, in order to instruct the group, where they can/cannot sit. Decide on boundaries and make them clear to all.
2. Where you will lead songs Keep in mind considerations of eye contact and the fact that control is easier when you are at least one level higher (sitting, standing, etc.) than your group.
3. Key You need to be able to lead the song but the group also needs to be able to join you. Work out the best compromise you can between their range and yours. You should be able to figure out their range after several song sessions.
4. Leadership When two people lead songs together, decide who will be responsible for taking the lead in each song. It is a team effort, but one still needs a focus to make arrangement decisions, etc.

 

 
 
 

THINGS THAT COME UP DURING SONG SESSION
 

1. How much should I move around? If you are moving because you are nervous and cannot sit still, then you are moving too much. If you have a purpose for moving (i.e. getting someone’s attention, making eye contact with a part of the group that’s further away), then it’s fine to do so. Know why you’re moving.
2. When should I make an issue of “bastardization”? On one side you have a concern for the integrity of the songs, especially those that have biblical origins or are part of the liturgy.  On the other side, the various “gimmicks” tend to add energy and enthusiasm.  In other words, what you gain in integrity, you may lose in spirit.  Try and decide whether the gimmick is truly injurious to the sense of what the song is about.
3. Many participants may have gimmicks (dances, variations on the words, hand movements, etc.) from their days in NFTY or at a UAHC camp.  While this may be a great way for them to have fun at a song session, don’t let this overpower other students’ singing or take over the whole song session.  It is the energy of the entire group that matters and it is the responsibility of the song leader to make everyone feel comfortable being a part of the action.
4. When should I teach a song that some of the group already know? First, you need to find out roughly how many people already know the song.  Don’t forget to ask.  On one side, you want to avoid boring those who already know the song.  On the other side, you don’t want to alienate and lose the non-knowers.  Another important consideration is the difficulty of the song.  A simple song may be quickly taught and/or reviewed.  A more complex song will require more time (but will also be more difficult for people to “just pick up by listening.”)  Either way you go, be conscious of the group you are not catering to.  That is, if you decide to teach, suggest that the “knowers” help you.  And if not, suggest that the non-knowers look at the words and listen carefully.  For non-knowers, remind them throughout the song that you know they’re there (i.e., “okay, now those of you who didn’t know the song try it too”).  As a general rule, if more than six of ten people know a song, I don’t take the time to teach it (but that isn’t written in stone).
5. How long should I wait between songs? In general, move from song to song as quickly as possible.  When you announce the page, you should be prepared to start and if it’s a pretty well-known song, you can start it without waiting for everyone to find the pace.  On the other hand, as a general rule, the noise level that you start with is the noise level that you’ll finish with.  That is to say, the notion that if you start singing then the noise level will go down is pretty much a myth.  Some noise is a given.  Decide when it’s enough of a problem to stop and wait for quiet.  If you’re not prepared, you’ll have a lot of dead time between songs that invites talking.  The more prepared you are, the less likely it is that you’ll have problems.
6. How do I deal with discipline problems of various sorts? It’s important to use humor whenever possible.  However, don’t feel helpless.  You have a lot of options including (usually as a last resort) having someone removed from the situation altogether.  In addition, eye contact or a verbal request to “help out” can sometimes be all that is necessary.  Be creative and try not to take it personally.  It usually isn’t.