Before my students perform their compositions in class we always have a conversation about clapping and how the etiquette for clapping is different depending on the musical and social situation. (We also have many conversations on audience etiquette in general including the importance of turning off cell phones when going to concerts — well at least in most situations other than this or more commonly this.) We talk about, for example, how a rock concert has a different set of audience expectations than a jazz concert. The fact that many people are confused about, unaware of or possibly not even interested in these expectations is a part of the conversation that we don’t usually delve into much but could probably bear some interesting results.
I’ll often get the question “Have you ever heard anyone boo at a concert?”, and I have to answer honestly and tell them about the one time an older gentleman sitting a couple of rows from me starting booing quite loudly at the end of a particular performance in Carnegie Hall and that while I probably had a similar reaction to the performance chose to clap “lightly” instead. “Like a golf clap?” they usually follow up. “Sure” I often reply.
In the past it has always been an expectation in my classes that we clap after a group is finished performing. I’ve done this not just to have my students experience one type of audience etiquette but also because for most of my students the only experiences of performing music they have are in the general music classroom. Another factor is that each group created the music they are performing. I try to create a sense of respect for each other and a comfortable learning environment
With several of my classes having performances coming up soon , I’m thinking of adding some of these perspectives on applause to the conversation for them to think about and discuss. I’m also going to have them listen to some excerpts from a recent discussion on the radio program “Soundcheck” (scroll down to the “clap your hands say…” title) that includes these perspectives. I’m curious to hear what fifth, sixth and seventh graders have to say about all of it. Maybe we’ll have a discussion about what the etiquette should be for the rest of the year for class performances and have them decide what they want their audiences to do.
