7. Conversely, does the conductor seem to know the score (is he even using a score;
some conductor’s memorize all the lines of the entire piece)? Does he use a score for all
four pieces? Does he have his nose in the score (not a good sign) or is he continually
looking at the players to lead & throw cues?
8. Does the conductor choose fast tempos and a light sound or slow tempos and a richer
orchestral sound? To get a basis of comparison, you might want to listen to buy the
__________ or _________on iTunes for 99 cents each. (See prep sheet.)
9. Tuning: do the winds in particular sound "in tune." If the conductor ever has to tune
between movements, likely the preceding movement was not in tune.
10. Does the orchestra & conductor give a convincing performance? Does the audience
seem engaged the entire time (or does it look bored and do you yourself find yourself
day-dreaming)?
Finally, read the CONCERT PREP SHEET before you go to the concert. Get in your
mind ahead of time the types of things you should listen for, as indicated on the sheet.
THINGS NOT TO WRITE ABOUT
1. Clothing, hairdo, shoes etc. of the performers.
2. The form, structure, and intrinsic worth of the pieces that are performed (only at
premiers of new compositions does the worth of the new piece get discussed). There are
no new pieces on this concert so you're not concerned about whether the composition is
"good or bad," only whether the performance is good or bad.
3. The life of the composer or the history of the pieces (such info is usually given in
program notes).
THE NATURE OF THE REVIEW
1. A music review, as that of an established play, is essentially a review of the
performance, not the work. Were the pieces well performed? If so, how so? If not, why
not? Sample reviews, both good and bad, will be handed out in section.
2. A music review should begin with an opening paragraph that tells "where, when, who,
and what." I a succinct and possibly clever way tell the reader where and when the
concert was, who performed it, and what they performed.
3. You don't have to develop equal time (review space) to all pieces. You may be able to
generalize about one or two of the pieces in a couple of sentences for each and then move
onto the most "arresting" performances of the concert. For example, by beginning "the
disappointing work in terms of performance was _________" or the "the most exciting
performance was to be found in the orchestra’s rendition of _________." Then describe