Is it possible? Getting started with using choice boards with your ensembles!
Last week I had the fun opportunity to give a workshop to some incredible and inspiring music teachers during a district-wide professional development day. The workshop was all about taking realistic steps to improve inclusion through implementing Universal Design for Learning in their particular teaching context (if it’s not relevant to music teachers, it’s a wasted development opportunity!).
One topic that we got into for a bit was the idea of student choice and agency. We discussed what this might look like in different teaching situations, and whether or not it could really work for them and their students.
A particular point of concern, and one that I address here in this post, is how to implement student choice in a performance-based class or ensemble, particularly if you have 50+ students in your room all at once, with students’ learning and social-emotional needs all over the map.
Truthfully, this really is a challenge. As someone who taught both performance-based ensemble classes and general music for years, adding in student choice was always much easier in my general music classes. Student choice in my large ensembles? Not so easy.
When I think about adding in student choice into ensemble settings (yes, even large ensemble settings!), I advocate that getting started in small, manageable steps, is always a good call. For me, this means bringing in the idea of choice boards into the mix. Incorporating choice boards in ensemble settings can transform the learning experience, making it more engaging, personalized, and student-driven.
Before objecting to this idea immediately, let me just say, for the record, that I know that for many of us, this is easier said than done. Traditionally, many ensemble rehearsals are highly structured, with a focus on group cohesion and director-led instruction. On top of that, the constant demand to prepare for concerts, festivals and competitions often necessitates a “top down” approach to teaching and learning. And, because most of us grew up as students in ensemble settings where we didn’t have many (or any) choices, the idea of adding choice boards into our teaching arsenal seems like a stretch. While the nature of performance-based classes necessitates a certain amount of teacher-driven rehearsal time, allowing students some autonomy through choice boards fosters deeper engagement, creativity, and ownership of their musical growth.
What Are Choice Boards?
Choice boards are visual organizers that present students with multiple options. Whether they are choosing how to learn something new, how to practice something, or how to demonstrate their learning, all choice boards offer options. They can be arranged in a grid format, with each square offering a different task, project, or learning objective. Students can select activities based on their interests, needs, working preferences, or skill levels. This differentiation strategy is widely used in general education but is gaining traction in music education for its effectiveness in catering to diverse learners (which is every student in our classes!).
Why Use Choice Boards in the Ensemble Setting?
Encourage Autonomy & Engagement – Giving students the ability to choose empowers them to take ownership of their learning, increasing motivation and investment in ensemble success.
Address Different Learning Styles – Some students excel in performance, while others may have strengths in music theory, composition, or history. Choice boards allow for multiple entry points to musical learning and can help build bridges for students as they are working towards goals.
Enhance Critical Thinking & Creativity – Activities such as interpreting and performing a section of a piece, composing a short melody, or analyzing a recording of a piece your ensemble is preparing for an upcoming concert can develop higher-order thinking skills beyond note-reading.
Reinforce Ensemble Concepts – Choice boards can include activities that reinforce rehearsal concepts, such as practice strategies, rhythm exercises, or historical context of the repertoire.
Support Differentiation – Students at different skill levels can engage in tasks that meet their individual needs, allowing for more inclusive learning experiences.
Getting Started: Implementing Choice Boards in Ensemble Rehearsals
Step 1: Identify Learning Objectives
Start by defining the goals that students are striving to achieve for a rehearsal. Students can also define learning goals as well! These can align with state or national music standards and your specific ensemble’s goals. Consider skills like sight-reading, listening, technique, or performance reflection.
Step 2: Design the Choice Board
If you’re just getting started, try creating a choice board with nor more than 2-3 options for students. Just like many of us, our students will likely need practice making choices in the ensemble. It might be something that is unfamiliar to them. Although giving students a huge list of choices might feel more inclusive, giving students too many choices can hamper learning and put students into a mode of “choice overload”. Whatever choice board you create, here are some possible categories you could include:
Performance Practice: Record and critique your own playing or singing.
Composition & Creativity: Write a short melody or theme that we can showcase during our upcoming concert.
Music Analysis: Compare two recordings of the same piece and discuss interpretations.
Music History & Culture: Research the composer of a piece the ensemble is performing.
Peer Collaboration: Mentor another student or section mate on a difficult passage.
Technology Integration: Use notation software to arrange a section of a piece.
Working preference: Work alone, with a peer, or with the teacher to _________.
Working through new or challenging music: Based on you current skills playing ______, choose which group you would like to collaborate with to improve your performance.
Skill development: As a whole ensemble, which aspect of this piece should we rehearse and refine for the next 20 minutes (tempo, rhythm, blend, dynamics, phrasing, etc.)? Note: This is a great option for those of us who are terrified of splintering our ensembles into multiple groups, or for those where this is simply not an option.
Step 3: Integrate into Rehearsals
Choice boards can be used in various ways:
During Sectionals: Students select an activity related to their instrument/voice part.
As Homework or Independent Work: Assign a choice board task to be completed outside rehearsal.
In Small Groups: Students collaborate on tasks, such as arranging a short phrase or conducting a peer critique.
As a Reflection Tool: After a concert, students choose an activity to reflect on their performance.
Here’s an example of a simple choice board I’ve created and used in the past to get you started:
©Erin Zaffini
