Pedagogic Framework
Voice Pedagogy
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anyone can learn to sing acceptably; most people can learn to sing well
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a few people have the combination of talent, desire and character to achieve greatness
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based on experience and research in vocal science, pedagogy and performance
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fosters an understanding of self, reality, boundaries, choices, wants and needs within an interdependent student and teacher relationship.
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focuses on proper posture and alignment maximizes breathing efficiency and flexibility
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breathing not only fills the lungs, but also sets the larynx in the proper position for singing; the effect of incoming air on the larynx is called “tracheal pull” (The Larynx and its Mechanism)
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the image of “surprise” allows for good inhalation and a connection to be made within the singer’s experience between a deep breath and a relaxed jaw, which is essential for good phonation (Shore, J. 2014. Maestro Joseph Shore on Breathing During Singing.
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breathing and phonation happen instantaneously as cortically controlled reflexes over respiratory musculature and pre-phonatory tuning of of laryngeal muscles become automatic (Wyke, 1982, p. 139-140; in Miller, R. (1996). The Structure of Singing: System and Art in Vocal Technique, p. 200).
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the whole vocal system is interrelated; attempts to locally control the vocal organ will take it out of balance
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Italian vowels are easiest for singing; these are similar to those in Latin, Spanish or Japanese
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nasalized or mixed vowels, such as in French, English, German and Portuguese should be learned later
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an integrated voice aims for a well-balanced sound in all vocal registers
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the human voice is capable of making various sounds, qualities, textures, pitches, volume levels and intensities in a free and healthy manner
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belting is a skill that must be approached with the proper technique (McCoy, S. 2007. A classical pedagogue explores belting. Journal of Singing, 63, 5, pp. 545-549; Popeil, L. (2007). The multiplicity of belting. Journal of Singing, 64, 1, pp. 77-80).
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confidence comes from being able to sing a particular musical style or role well
Piano Pedagogy
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you can only play music your technique allows
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ergonomically smart piano playing develops at the very beginning
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beginners: keyboard discovery → rhythm experiences and pitch recognition → self-expression, duets,
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reading musical notation
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intermediate
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advanced
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workshops
Theory Pedagogy
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must accompany practical study for the purposes of high school credits and academic pathways
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practical because it helps students to analyse music and plan for best practice strategies
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embedded into lessons up to grade 5 RCM
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special course books required from levels 6-ARCT