One of the new trends around in secondary education is the establishment of the eight (or sometimes 10)block schedule. This schedule is set up to have longer class sessions on alternate days. For instance, a student can be scheduled for four 90-minute classes on one day, then another set the next day, with them alternating. Depending on your point of view, this can be a dream come true (think lab classes), or a nightmare (for lecture classes). The basic idea behind this system is to enable the students to experience more, with more time in a block. If planned correctly and thoroughly, it can be survived.

But, in a rehearsal situation, what to do? Can you keep rehearsing for 90 minutes and keep the interest and attention level up? Some suggestions (from the point of view of someone who doesn't have to do this, but has in substitute situations): Allow a "seventh-inning stretch". Get them up, let them rub each other's shoulders, walk around, whatever. Obviously, make sure your discipline is well established ahead of time. Break up into sectionals on certain days, or rehearse in sectionals for so many minutes, then rejoin as a group. Take 10-15 minutes to work on theory or technical skills that can be applicable to just about everything the group performs.

This situation might allow ample time to include those new national standards that are tough to squeeze in a performance group. Make sure that important news and assignments are well-posted, possibly even written down, since they will not see you every day. This type of situation is a great way to teach students organizational skills.

The following section includes summaries of websites I have found regarding block scheduling, including several pros and cons:

West Greene(PA)School This page includes a summary of West Greene's block schedule, and how it correlates with their middle school curriculum.

Block Scheduling A fairly detailed analysis describing the steps and adaptations necessary to make block scheduling successful

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