Warmups: Tried, True and Borrowed Too

BY JASMINE REED

We all know that warmups are vital to all musicians and ensembles. Very often, we get so caught up in making sure that we are on track for whatever event is next on the calendar that we forget to plan worthwhile warmups, or we skip that part altogether. Either way, warmups set the tone and serve as the foundation for a great rehearsal. Here are some things that I have done to keep students engaged and some things that I have stolen borrowed… from my colleagues.

1. MOVE YOUR BODY

Starting with stretches is a great way to ease your students into warmups. Whether you are leading or a student is, I find it is a great way to check in with them and get them moving. I often ask questions about their weekend or a positive thing that happened in school while stretching. I have also asked students for song suggestions that we can use to help with stretches and breathing before we sing.

When we are preparing for a rigorous show full of dancing and singing, i.e., Pop Show, we start Friday rehearsals with a full-blown dance routine. It pays to have enthusiastic dancers that are willing to teach and lead. Just Dance YouTube videos work just as well.

2. WOO BALL

Need a way to start your singers in their head voice or falsetto? WOO Ball is the game for your choir. With any light ball – think beach ball – students throw it in an arch around the room to another singer and ‘WOO’ for the duration the ball is in the air, matching the shape of the arc with their pitch. Students that stop before someone catches the ball, go too long, or do not ‘WOO’ in their falsetto are out. A quick 5-minute game of WOO BALL can get the kids out of their comfort zone and willing to access their head voice or falsetto, cracks and all!

Credit for WOO Ball goes to Melissa Smith and Jennifer Gallagher.

3. FUN EXERCISES

For me, sight-reading is an integral part of warmups with my choirs. It helps keep them consistent in the skill that they need every day in rehearsal, but sometimes it can become stale. ‘Pick Your Poison’ is a good way to add some variety. When students are singing a scale, steps, skips, etc. I ask a student to select one solfege syllable (the Poison) for the choir NOT to sing. If a student sings it, then they are out. Students that are out are still expected to audiate, use hand signs, and follow along while the choir finishes the exercise. The student or students left after singing the exercise accurately have bragging rights and maybe some type of treat.

Adding more than one poisoned solfege syllable for students to avoid is a good way to keep them on their toes and help them practice tricky intervals. Asking them to omit solfege and sing it in a 2-part or 3-part round is a way to get students to really think.

Quick Tip: This also works well when you want students to recognize short melodies or rhythms! Demonstrate or display either melody or rhythm and tell the students it is now poison. Have more examples ready, and sprinkle in the poison rhythms. The goal remains the same – to be the last one standing.

4. SWITCH IT UP

If you have noticed your students on autopilot during warmups, consider reaching for your choral methods binders, asking students for their favorite warmups, or asking colleagues for some of their favorite exercises. I am guilty of falling into a routine that doesn’t engage the whole student during warmups, so I find that the resources I have collecting dust at home can be useful for me.

If I am looking for a little more inspiration, I find that observing my colleagues for a day can provide me with more ideas to bring back to my classroom. A new perspective can really revive the teacher and in turn, your students.

5. THROW THE PLAYBOOK OUT

My focus as an educator is teaching the whole student. When finals roll around or when it is a stressful time for my students, I use team building games to reach them. It does not take the place of the entire warmup routine but playing a quick 5-minute game of ‘THIS or THAT’ or a ‘Rock, Paper, Scissors’ tournament is a great way to let them socialize and focus on anything else but their problems. Then we jump into rehearsals a little more relaxed and willing to engage.

I fully understand that warmups look different in every classroom and I have found what works for myself and my students. Overall, the goal is to get the student ready to create music, which is an incredibly vulnerable process. Setting the tone early on is always helpful and understanding your singers’ needs is always best, singing or not. I hope that these ideas jog your memory or provide something new to take back to your classrooms.

Jasmine Reed, a native Houstonian, earned her Bachelors of Music Education from Baylor University in 2013. In the fall of 2022, Jasmine began her tenth year of teaching at Dawson High School in Pearland ISD. Prior to Dawson HS, she directed choirs at Peet JH in Conroe ISD and Bayside Intermediate in Clear Creek ISD where her ensembles consistently earned Superior ratings at UIL Concert and Sight-Reading contests and other local festivals. She is an active member in her region and enjoys serving her choral community. In 2017, Jasmine was awarded the Texas Choral Directors Young Director of Distinction. She enjoys teaching young students and connecting through music.