It's all about: A: The logistics, who has the available bandwidth and reach to cover the bell that needs to be rung at any given time, and B: the notation, how do you annotate the sheet music so that you remember to 'leave your position now to go grab G2 at the other end of the table" I always instructed the children to keep smiling and keep playing no matter what -- the congregation doesn't have the sheet music in front of them and are only likely to think something was a mistake if we act like it was one. There's a spot in this video where I'm pretty sure I can see one of the player's cheek turn bright red, but they kept going . . .
2 comments:
It's all about:
A: The logistics, who has the available bandwidth and reach to cover the bell that needs to be rung at any given time, and
B: the notation, how do you annotate the sheet music so that you remember to 'leave your position now to go grab G2 at the other end of the table"
I always instructed the children to keep smiling and keep playing no matter what -- the congregation doesn't have the sheet music in front of them and are only likely to think something was a mistake if we act like it was one. There's a spot in this video where I'm pretty sure I can see one of the player's cheek turn bright red, but they kept going . . .
That is true of music and theater as well. The audience will think it is part of the show if you let them.
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