In teaching a song... Eye contact
Breaking songs into parts
Know your music well enough to be able to scan round your group regularly, (kind of like checking mirror when driving). Expect the same from your singers especially at key points in a song: beginnings, endings, transitions, key changes, tempo changes. Also, impulsive musical changes will need good eye contact with the group.
Rehearse lines separately Rehearse appropriate parts together:
Warm-up techniques To include: Scales Vowel Sounds Breathing (breath control) Phrasing Dynamic contrast Hymn tune singing (i.e. straight 4-part) Articulation (perhaps use a memorised fast song)
i.e. split S.&A. parts, T.&B. parts, or parts with same rhythm. Rehearse block chords together, for balance Re-distribute parts as necessary, for good balance.
Your repertoire Be confident in your choice Be varied (stylistically) in your choice Introduce new material Rehearse / aid with new congregational songs Add repertoire from other sources: i.e. classical, other choral series, gospel Support meeting leaders, meting themes, and your congregation with your repertoire.
Beginnings and endings of songs Many songs have their weakest point at the beginning or end of a song, or indeed, a link within the song. In particular, I would highlight beginnings, i.e. first words of verses and starting off a new section in a song.
P-P-P ‌ is my acronym for: Preparation Production Projection
Setting a tempo Know your tempos and convey them to the group by example. A metronome number will not be sufficient for most mixed ability groups. Get used to using a metronome in rehearsal. By all means set rehearsal tempos for more complex music, but ensure there is a fixed idea of performance tempo. If re-visiting older or much sung repertoire, experiment with tempo as a freshening up exercise.