Hey all. Just letting you know that after experimenting with using a premium wordpress account that I’ve decided to switch back to http://www.alisonsmusicblog.wordpress.com and that may mean that some of the things I’ve shared in the past are a bit glitchy for a while. It’s been a very long time since I blogged, but I will be blogging a bit to show my students a few tips and tricks over the next little while. I’m back on the international teaching circuit and I’m teaching IB Music in Laos. My little family and I are having a great time here and I’m feeling inspired to try a lot of new ideas with my teaching. Last night my students and my community choir performed the anthems at the Australian Embassy for Australia Day. I’m hoping that the few who were involved (not one was an Aussie!) will help me to get more singers out of the shadows around the school so we can build more of a singing culture. That’s it from me… catch you later 🙂
Hey people. Here’s a video I put together last night explaining why I do what I do on this blog, particularly with regards to putting my arrangements out there. Hopefully it will give some of my readers a bit of a push to do the same.
A letter to my younger singer self would tell me to do so many things- Learn your opera languages! Learn to ballroom dance! Audition for everything! Learn more repertoire (even if your voice can’t sing it yet)! Practise every day! … One thing I didn’t really have on my list was read about and truly understand your instrument.
What do I really need to understand? Surely I just open my mouth and sing!*
Oh… I still have so much to learn. And thank goodness I’m broke and on maternity leave, or I wouldn’t have ended up in the library looking for something to feed my mind. Two must have books for classical singers have come into my hands, courtesy of Auckland library, but I wish I’d read them 10 years sooner- Singing in Style by Martha Elliott and The Owner’s Manual to the Voice by Rachael Gates, L. Arick Forrest and Kerrie Obert.
Singing in Style is the perfect read for someone looking for a cheat sheet for interpreting a composer’s intentions, particularly with regard to embellishments/ ornamentation. As a singer of Baroque opera and oratorio arias, this is really useful. While I was preparing my pieces for my DipABRSM and while preparing to sing ‘Piangero la sorte mia‘ by Handel (just because) I really needed to know what kind of ornamentation was appropriate to add in Da Capo Arias, and now I know that you can go as crazy as Natalie Dessay does in the link.
The Owner’s Manual to the Voice is great for a bunch of reasons
1. gory medical pictures of the voice in action
2. breaking down medical terminology about the voice
3. dispelling myths about how the voice works
4. Reminding singers everywhere to drink more water!
5. Informing (scaring) singers about what can go wrong with the voice and why, based on actual science (instead of old wives tales passed from one singer to the next), e.g. did you know that the trachea (wind pipe) is only wide enough to fit an index finger down it? (I always pictured it 3 to 4 times as wide!)
So, yep, that’s about all I had to say about that. Reading books is good.
* = My long list of singing teacher’s will kill me for implying that’s all they taught me, especially given how much singers have to overcome that stereotype! Now I’ll have to write another blog post thanking them for making me the enlightened singer I am!
Cool article about new digital instruments. Enjoy.
I really liked what this blog post had to say about incorporating more student choices of music in the music classroom. Here’s to open-mindedness!
While most of the world has been on school holidays this week, New Zealand has still been going. In fact we don’t get a break until July 12th and then there are still two terms until the end of the school year, so I’ve had to dig a little deeper as a teacher this past week, and you know what, I’ve had some great teaching moments I’d like to share with you.
My year 11 class have a non-compulsory exam in December which requires them to know a thing or two about reading musical scores, which is something they really REALLY hate doing. I think their main barrier to completing the test has simply been a lack of understanding in how to study, so for the past couple of weeks I’ve been giving them some study tools that my dad (a former languages professor and chess player) had drilled into me from a young age and that I’d also read about in journal articles. I’ve outlined them below…
I read somewhere that our brains can remember up to about seven things and that beyond that it becomes too complicated, however each of those seven things can become a branch for a further seven and then a further seven, and so on and so on. It makes sense therefore to compartmentalise what you know into branches of seven,
e.g. 1st seven = Elements of Music- Timbre, Texture, Structure, Expressive Techniques, Duration, Harmony, and Melody.
Next seven (actually six, but you get the idea) = Timbre (Instruments) – Brass, Woodwind, Strings, Percussion, Keyboards, Voices.
Next seven = Brass – Tuba, Trombone, Trumpet, French Horn, Euphonium.
Often you need to learn information or terminology forwards and backwards and writing the information on a flashcard (or typing into a series of powerpoint or keynote slides) is a great strategy to learn the information. Also colour and pictures/ symbols on the flashcards can also help. Being an avid public transport user, I often have half an hour of sitting on a bus where I can pull out flashcards to revise information and I encourage my students to do this. (I’ve also read that changing study locations can help information sink in too… something to do with remembering the location and then the information flooding back when you think about being in that space.)
e.g. For Italian terms in music have one side of the card say the Italian word and the other side the English meaning, therefore when you study you can flash from either side to the other. I’ve used this when learning Japanese characters, musical note names and the first 20 elements of the periodic table and I can still remember all these things.
Put it to song!
How great is it when you can turn an annoying song into a way to study? Most of the Indonesian that my husband remembers from his time in high school (poor guy, my dad was his teacher) comes from the annoying songs my dad would make the class sing and dance to or that other students had made up (Philip Korare, if you’re out there, your Nasi Goreng song has become infamous!).
Bizarro word and image association
Can’t remember the meaning of a word? You need to link it to a picture that has something to do with the word, and often the more bizarre or funny, the better. One of my teachers from school, Mr. Tracey, used this to great effect when teaching the periodic table of elements. Here are a few gems from that lesson…
5 = Boron Why? Imagine a hand, the hand has five fingers, the fingers spread and tense (now here is the bizarro part) suddenly each finger is giving birth to a baby (told you it was weird, now the babies are born. Born sounds like Boron.
It also works the other way around.
Boron = 5 Why? Boron sounds like born, imagine birth, for some bizarre reason the image of the fingers giving birth pops into your head. How many fingers are on a hand? 5. Boron is the fifth element.
Here’s another. Aluminium = 13 Why? It’s night time. All the loonies are out with aluminium helmets they’ve made, it must be a full moon, you look up at the moon, there’s a witch flying past on a broomstick wearing an aluminium mini skirt (I’m still scarred by that image!), Witches and full moons make me think of bad luck, so I think of the number 13. And now the number 13 in my mind is forever linked with aluminium.
OK, so let me give you a music related one. The following memory tool I attribute to my mother, she may seem sweet and innocent, but sometimes her mind could go to the gutter! “Miss, how will I remember the difference between p and f?”, Mum: “Well you p softly and you f loudly!”
So you’ve made it to the day of the test and you’ve got all this information stored in your head and you’re about to explode with nervousness. Good! As soon as the exam starts, before you’ve even read the exam questions, use all that nervous energy to write down all the things you have stored up in your brain on a piece of paper. Don’t even look at the exam questions until you’ve done it. It’s like a wonderful emotional release that will actually end up helping you on the exam. As you read each question refer to your ‘brain dump’ piece of paper, it will also help you to remember to carefully read each question before giving an answer. I used this technique for both music tests and physics tests (too many formulas that I couldn’t remember when to apply!) to great success in my final years of high school.
Leave me a note in the comment section about your secrets to studying for exams! Alison.
Apparently I’ve been blogging for a year. I started doing it for a course that my school provided, led by Jabiz Raisdana, and he really got me thinking about sharing and creating on the internet instead of just consuming what’s there, so today I have another arrangement for you all to share.
I absolutely love the hymn ‘Be Still, My Soul’ and I wanted to do a very simple arrangement of it for my choir. It’s not technical enough for us to use in competition, but it’s a gorgeous piece and is guaranteed to give goosebumps as a ‘just because’ piece. Most of the harmony work was courtesy of a public domain SATB version of the piece, but there are a couple of ideas in there that are my own.
I warn you, it is beautifully sad when performed well.