trevordayschool

1 1 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 e dudes are especially interested in mashing two songs together, which requires learning technique, plus teamwork and collaboration. She explains, "ey need to figure out 'how do we make this happen? What do we have to do to get there?'" Ms. Myette points out that "discipline and problem solving are wonderful skills to learn, not just for music." Although she affirms that "music is never right or wrong —it's fluid, a work in progress," she adds that there are ways to fine-tune what isn't working simply by asking the question, "How can this sound better?" Not to be forgotten are the Sixers. Previously called the Harmonizers, the Sixers are comprised of five 6th graders, some of whom are also taking band. As with the other clubs, these students have tremendous input in the repertoire. e club "offers great conversations about lyrics, different genres of music, and exposure to a huge range of different artists." An experienced teacher, Ms. Myette characterizes Trevor's Middle School as "unusually sing-y." And she adds, "ere's nothing quite as magical as students making music together." A measure of the success of all three chorus clubs is that they provide an excellent foundation for students to continue to sing in the Upper School, joining the Troubadours (men's chorus), Treble Chorus (women's chorus), Concert Choir (combined chorus of men and women), and, if accepted, in Trevor's select vocal group, A Cappella, a mixed group comprised of the Upper School's most accomplished singers. Of her first year at Trevor, Ms. Myette says, "It's exciting to be at an institution where there are so many students who want to experience music." She also appreciates the fact that "the administration so highly values the place of music as part of a broader education." And she feels it is impossible to overestimate the importance of studying the arts, maintaining, "Unlike most academic subjects, in the arts you discover who you are." And the collaborative work that club members experience "further defines those identities." For this year's spring concert—in which both the band and chorus will perform on the same night—the teachers are planning some combined repertoire: Several singers will accompany the band. In recent years, band and cho- rus performances have been held on different evenings; the two teachers are happy that this year's schedule will bring them together. In fact, Mr. Birkey wants to blur the line between singing and playing an instrument. When he asks his Lab Band students to sing, they often object: "I can't sing. at's why I'm in band!" But he encourages them to overcome their shyness—partly for its own achievement, but also because "it's important to understand the rhythm in any piece of music. It doesn't matter if you're off-key." Just sing and play on. n Opposite page left: A typical gathering of Lab Band; Opposite page middle: Eighth graders Amon-Ra K. and Andres B., who plays the saxophone, at the Middle School Instrumental Concert last December. Clockwise from top: e Sixers rehearse "Hey Jude" just prior to performing at the Middle School Choral Concert; ey were followed by the Dettes—who, complete with props—performed Frank Sinatra's "Fly Me to the Moon"; e Dudes in a raucous interpretation of "Hit the Road, Spiderman."

• Cover