The Teaching Method
What is the Set The Choir Free method?
Well-being first in everything we do
Set the Choir Free introduces a new and vibrant approach to choir leadership.
Traditional discipline is replaced by concrete tools that create a teaching flow characterized by two-way communication, responsibility, freedom, and the joy of making music.
Instead of controlling every detail, the choir leader opens a space for initiative, active listening, and genuine collaboration. The result is children and young people who, with authenticity and presence, dare to express themselves vividly and fearlessly — rooted in a strong sense of community.
The key lies in always putting well-being first. We never compromise on professionalism, authority, or artistic quality — on the contrary, we elevate the art to new heights by building on deep respect for every single singer.
The method is designed for choir leaders working with children’s and youth choirs at all levels — from beginners to elite ensembles. And although it is primarily aimed at young singers, it can also inspire choir leaders working with adult choirs.
The method will be accessible on the teaching platform, which is currently being developed.
The method is presented in the following chapters:
The Foundation – the underlying philosophy and the shift toward a well-being-driven teaching flow. About letting go of old-fashioned discipline and building a teaching style that invites responsibility, respect, and trust.
Communication & Steady Leadership – tools for equality, authentic presence, and two-way communication in both rehearsals and performances.
Energy – tools for managing the energy in the room, balancing group dynamics, working with “the choir buddy,” and celebrating mistakes as a natural part of learning.
Routines – to create safe, calm structures that support focus and creativity, while keeping the singer’s well-being at the center.
Flow & Timing – creating vibrant, intuitive, and efficient rehearsals that keep singers engaged and energized.
Group Identity – about creating a strong sense of community and an inclusive youth culture in the choir, where hierarchy is prevented and everyone feels ownership.
Musical Tools – choral tone, blend, groove, intonation, etc. — always with respect for each individual voice.
Concerts – from soundchecks to stage presence, always with the singer’s experience at the center.
Arranging – creating choral arrangements rooted in both artistic ambitions and the singers’ identity and musical level.
Choir leadership tools from Set The Choir Free
Click the boxes to get a sneak peek into some of the tools from Set the Choir Free.
How the tools are used in teaching will be shown on the upcoming teaching platform, where all tools are presented in in-depth videos with demonstrations from choir sessions with different age groups.
Enjoy!
The Choir Buddy System
Set the Choir Free introduces a complete choir-buddy system that strengthens the singers’ sense of safety and their courage to co-create and express themselves authentically.
This foundational sense of safety within the choir supports faster and more stable musical development.
Status 1 – 5
A physical energy tool that makes energetic work concrete, playful, and safe.
For the younger students, the tool is primarily about physical expression and play.
For the older singers, the tool helps them understand their own energy and the shared energy in the room. It supports them in working with nuance and awareness in expression, presence, and projection.
This becomes a natural part of the teaching flow—just as natural as placing pitches correctly.
The Famous 10%
An awareness of the students’ actual level of concentration; inspired by a singer who honestly admitted that only 10% of her focus was on the choir work when she was at rehearsal.
The awareness of “the famous 10%” helps the choir leader continually pay attention to the students’ ability to concentrate and stay focused in the room—so that this is always prioritised above pushing an agenda through.
This creates a lively and therefore effective learning flow, where the work never goes against the energy in the room.
Multidirectional Communication
The choir leader communicates continuously with the singers through hand signals and shapes the flow of the rehearsal based on their responses.
This creates a smooth and respectful sense of presence, where the singers become accustomed to being both asked and heard.
Guiding the Students’ Interaction
A new teaching flow in which the singers are continuously invited to interact with their choir buddy.
The contact between them becomes frequent, fun, safe, and lovingly guided through concrete tools.
This does not come at the expense of the musical flow; it is part of it!
The teaching becomes fun, varied, full of warm connection, and supported by an increased level of concentration.
It creates and strengthens friendships across the choir and builds a culture where talking to one another feels natural.
Framed Reflection
A conversation tool that creates small mental breathing spaces during rehearsals.
The students are invited to reflect with their choir buddy on a chosen topic, while the choir leader shapes the atmosphere through the choice of topic and piano accompaniment.
The tool refreshes the energy in the room and meets the need for pauses—without bringing the teaching to a halt.
Co-Creating Students
When the students’ input is intentionally incorporated into the musical and visual expression, it clearly strengthens their engagement, sense of ownership, and active participation. In this way, the music becomes a shared creative project.
The choir leader shapes a teaching flow in which the students’ ideas and preferences are naturally invited into the process.
We do not compromise the choir leader’s authority or the artistic ambitions; on the contrary, authentic ideas are added—ideas that elevate the choir’s overall artistic expression and musical profile.
Let the Students Be the Audience
“Wow!! That sounds amazing!!”
The students’ vertical musical understanding develops continuously.
Many young singers mainly hear their own voice (or voice group)—they experience the sound horizontally—and therefore don’t get the chance to hear the full picture during rehearsals.
By frequently letting the students step out and listen as the audience, they gain the opportunity to appreciate the whole. For many students, this is a wonderful aha moment.
It enriches the choir with insight and strengthens the singers’ understanding of the collective sound. In addition, it gives the choir leader the opportunity to build a culture of appreciative feedback.
Flow-Based Teaching and Managing Noise
Can a rehearsal flow remain continuous throughout an entire choir session and still feel light and effortless for the choir leader to carry out? The answer is yes.
The flow is shaped by the choir leader’s assessment of the singers’—and their own—needs and energy levels. This flow naturally includes noise management, achieved through clear signals, concise instructions, and the use of the method’s additional tools.
The result is a lively, varied, and pedagogically effective learning environment.
Practice Makes Perfect
What is it that we actually allow in our choir room?
An invitation to become aware of what we are truly teaching our singers.
Whatever we allow in the room—chatter, atmosphere, posture, focus, unconscious habits, etc.—is what the students will become perfect at.
By continuously paying attention to what is really happening in the space, we increase our ability to create exactly what we truly want.
Timing is crucial
Even the best pedagogical or musical tool loses its effect if the timing is off. It’s not just about the choir leader’s musical agenda — it’s about sensing the students and shaping the rehearsal flow accordingly.
When the choir leader uses the students’ well-being as the foundation for their timing work, new dimensions open up:
Timing must now support both the musical flow and the students’ experience of that flow — and this is precisely where the teaching truly begins to elevate.
Routines
The choir leader creates well-being–promoting routines and identity-building rituals, tailored to the students’ age. This provides the singers with a sense of safety, calm, and familiarity.
It also creates predictability, increases the efficiency of the teaching, and strengthens the feeling of belonging.
Farewell to “Shh” and “Smile”
We replace classic corrections like “shh” with positive, clear, and personal instructions that fit the choir leader’s own teaching style.
The result is a rehearsal flow that isn’t interrupted by “shh,” but instead moves smoothly and is characterised by mutual recognition.
At the same time, we say goodbye to superficial behavioural prompts like “smile.”
Instead, the choir leader creates such a joyful learning environment that the smile (and the expressive presence in the singing) arises naturally — from within.
The Singer Zone
A mental and physical zone that the students “draw” around their feet on the floor — both in the rehearsal room and on stage.
It is especially helpful for the youngest singers, supporting them in staying in their designated place.
The tool is built on the principle of focusing on what we should do — not on what we shouldn’t:
We don’t say, “Don’t leave your spot,” but instead, “Return to your singer zone.”
Celebrating Successes and Mistakes
We create a teaching flow where it feels natural to celebrate both what goes well and the mistakes we make.
This strengthens the students’ awareness of their musical and personal development and helps them feel safe with both their own and others’ mistakes.
Choreography and Gestures
In Set the Choir Free, choreography and gestures extend far beyond the visual.
We move completely away from the idea that gestures are something copied from the choir leader. Instead, it is about individual authenticity and about creating physical freedom and safety for the singers.
The choreography and gestures are not something the choir leader (or a choreographer) predetermines. They develop continuously and emerge through collaboration between the choir leader and the choir.
The choreography also functions as energetic “hooks” that help maintain the students’ attention and presence.
Concerts & Stage Rehearsals
The work on stage — both before and during a concert — changes significantly when the singers’ well-being is placed first.
The singers’ placement on stage, the length of stage rehearsals, the timing of the concert, the choice of monitors, etc., should not be dictated solely by technicians or a tight schedule. These decisions must be made with the students’ energy and well-being as the starting point.
The result is singers who feel they truly own the stage: they are confident, vibrant, and capable of delivering powerful and moving concert experiences because the framework supports both safety and musical surplus.
The Big Mirror
A choir is always a reflection of its choir leader.
The choir leader’s posture, facial expressions, and musical expression are unconsciously mirrored by the singers. If you're unsure how you sound or communicate, just look into “the big mirror” — the choir.
Here you will find both answers and inspiration for what you, as a choir leader, can work on to shape the choir in the desired direction.
Make the Right Diagnosis
Choir leaders often struggle with a musical problem — for example, an uneven blend — without realising that the real key may be creating the sense of safety the singers need in order to work freely with their sound.
We must therefore identify exactly what is missing — energy, safety, focus, technique, confidence, or something else entirely — before we intervene or correct.
Being curious about both the human and the musical causes of a “symptom” is a central part of Set the Choir Free — and often, the two are closely connected.
Room Layout
A fixed, unchanging room layout limits the singers — both musically and personally.
The layout must therefore be intentional and flexible, and the singers’ positions should be able to shift.
When the choir leader allows the room layout — and the ongoing variation of the singers’ placement — to be guided by their well-being, it strengthens focus, safety, energy, their ability to blend across the choir, and their ability to hold their own part.
The Choir Buddy
Set the Choir Free introduces a complete choir-buddy system that strengthens the singers’ sense of safety and their courage to co-create and express themselves authentically.
This foundational sense of safety within the choir supports faster and more stable musical development.
Status 1 – 5
A physical energy tool that makes energetic work concrete, playful, and safe.
For the younger students, the tool is primarily about physical expression and play.
For the older singers, the tool helps them understand their own energy and the shared energy in the room. It supports them in working with nuance and awareness in expression, presence, and projection.
This becomes a natural part of the teaching flow—just as natural as placing pitches correctly.
The Famous 10%
An awareness of the students’ actual level of concentration; inspired by a singer who honestly admitted that only 10% of her focus was on the choir work when she was at rehearsal.
The awareness of “the famous 10%” helps the choir leader continually pay attention to the students’ ability to concentrate and stay focused in the room—so that this is always prioritised above pushing an agenda through.
This creates a lively and therefore effective learning flow, where the work never goes against the energy in the room.
Active Nonverbal Two-Way Communication
The choir leader communicates continuously with the singers through hand signals and shapes the flow of the rehearsal based on their responses.
This creates a smooth and respectful sense of presence, where the singers become accustomed to being both asked and heard.
Guiding the Students’ Interaction
A new teaching flow in which the singers are continuously invited to interact with their choir buddy.
The contact between them becomes frequent, fun, safe, and lovingly guided through concrete tools.
This does not come at the expense of the musical flow; it is part of it!
The teaching becomes fun, varied, full of warm connection, and supported by an increased level of concentration.
It creates and strengthens friendships across the choir and builds a culture where talking to one another feels natural.
Framed Reflection
A conversation tool that creates small mental breathing spaces during rehearsals.
The students are invited to reflect with their choir buddy on a chosen topic, while the choir leader shapes the atmosphere through the choice of topic and piano accompaniment.
The tool refreshes the energy in the room and meets the need for pauses—without bringing the teaching to a halt.
Co-Creating Students
When the students’ input is intentionally incorporated into the musical and visual expression, it clearly strengthens their engagement, sense of ownership, and active participation. In this way, the music becomes a shared creative project.
The choir leader shapes a teaching flow in which the students’ ideas and preferences are naturally invited into the process.
We do not compromise the choir leader’s authority or the artistic ambitions; on the contrary, authentic ideas are added—ideas that elevate the choir’s overall artistic expression and musical profile.
Let the Students Be the Audience
“Wow!! That sounds amazing!!”
The students’ vertical musical understanding develops continuously.
Many young singers mainly hear their own voice (or voice group)—they experience the sound horizontally—and therefore don’t get the chance to hear the full picture during rehearsals.
By frequently letting the students step out and listen as the audience, they gain the opportunity to appreciate the whole. For many students, this is a wonderful aha moment.
It enriches the choir with insight and strengthens the singers’ understanding of the collective sound. In addition, it gives the choir leader the opportunity to build a culture of appreciative feedback.
Flow-Based Teaching and Managing Noise
Can a rehearsal flow remain continuous throughout an entire choir session and still feel light and effortless for the choir leader to carry out? The answer is yes.
The flow is shaped by the choir leader’s assessment of the singers’—and their own—needs and energy levels. This flow naturally includes noise management, achieved through clear signals, concise instructions, and the use of the method’s additional tools.
The result is a lively, varied, and pedagogically effective learning environment.
Practice Makes Perfect
What is it that we actually allow in our choir room?
An invitation to become aware of what we are truly teaching our singers.
Whatever we allow in the room—chatter, atmosphere, posture, focus, unconscious habits, etc.—is what the students will become perfect at.
By continuously paying attention to what is really happening in the space, we increase our ability to create exactly what we truly want.
Timing is crucial
Even the best pedagogical or musical tool loses its effect if the timing is off. It’s not just about the choir leader’s musical agenda — it’s about sensing the students and shaping the rehearsal flow accordingly.
When the choir leader uses the students’ well-being as the foundation for their timing work, new dimensions open up:
Timing must now support both the musical flow and the students’ experience of that flow — and this is precisely where the teaching truly begins to elevate.
Routines
The choir leader creates well-being–promoting routines and identity-building rituals, tailored to the students’ age. This provides the singers with a sense of safety, calm, and familiarity.
It also creates predictability, increases the efficiency of the teaching, and strengthens the feeling of belonging.
Farewell to “Shh” and “Smile”
We replace classic corrections like “shh” with positive, clear, and personal instructions that fit the choir leader’s own teaching style.
The result is a rehearsal flow that isn’t interrupted by “shh,” but instead moves smoothly and is characterised by mutual recognition.
At the same time, we say goodbye to superficial behavioural prompts like “smile.”
Instead, the choir leader creates such a joyful learning environment that the smile (and the expressive presence in the singing) arises naturally — from within.
The Singer Zone
A mental and physical zone that the students “draw” around their feet on the floor — both in the rehearsal room and on stage.
It is especially helpful for the youngest singers, supporting them in staying in their designated place.
The tool is built on the principle of focusing on what we should do — not on what we shouldn’t:
We don’t say, “Don’t leave your spot,” but instead, “Return to your singer zone.”
Celebrating Successes and Mistakes
We create a teaching flow where it feels natural to celebrate both what goes well and the mistakes we make.
This strengthens the students’ awareness of their musical and personal development and helps them feel safe with both their own and others’ mistakes.
Choreography and Gestures
In Set the Choir Free, choreography and gestures extend far beyond the visual.
We move completely away from the idea that gestures are something copied from the choir leader. Instead, it is about individual authenticity and about creating physical freedom and safety for the singers.
The choreography and gestures are not something the choir leader (or a choreographer) predetermines. They develop continuously and emerge through collaboration between the choir leader and the choir.
The choreography also functions as energetic “hooks” that help maintain the students’ attention and presence.
Concerts & Stage Rehearsals
The work on stage — both before and during a concert — changes significantly when the singers’ well-being is placed first.
The singers’ placement on stage, the length of stage rehearsals, the timing of the concert, the choice of monitors, etc., should not be dictated solely by technicians or a tight schedule. These decisions must be made with the students’ energy and well-being as the starting point.
The result is singers who feel they truly own the stage: they are confident, vibrant, and capable of delivering powerful and moving concert experiences because the framework supports both safety and musical surplus.
The Big Mirror
A choir is always a reflection of its choir leader.
The choir leader’s posture, facial expressions, and musical expression are unconsciously mirrored by the singers. If you're unsure how you sound or communicate, just look into “the big mirror” — the choir.
Here you will find both answers and inspiration for what you, as a choir leader, can work on to shape the choir in the desired direction.
Make the Right Diagnosis
Choir leaders often struggle with a musical problem — for example, an uneven blend — without realising that the real key may be creating the sense of safety the singers need in order to work freely with their sound.
We must therefore identify exactly what is missing — energy, safety, focus, technique, confidence, or something else entirely — before we intervene or correct.
Being curious about both the human and the musical causes of a “symptom” is a central part of Set the Choir Free — and often, the two are closely connected.
Room Layout
A fixed, unchanging room layout limits the singers — both musically and personally.
The layout must therefore be intentional and flexible, and the singers’ positions should be able to shift.
When the choir leader allows the room layout — and the ongoing variation of the singers’ placement — to be guided by their well-being, it strengthens focus, safety, energy, their ability to blend across the choir, and their ability to hold their own part.