This is the first in a series from authors on the psychology of the voice lesson. I hope to share some illuminating ideas on its impact in the studio. This first installment comes from Edward Foreman in his essay, "Modern Pedagogy": Some teachers hasten to point out that they are not psychologists, by which I [...]
Cornelius Reid often said that as voice teachers we are in the business of observing a natural phenomenon and causing changes in that through the application of vocal exercises utilizing the triangle of pitch, vowel, and intensity. Much like contemplating the sea, a voice teacher's first goal should be astute and careful observation before any [...]
As with all vocal exercise, understanding the WHY is the most important first step in effective application.
The following is taken verbatim from Sound, Self, and Song: Essays on the Teaching of Singing by Earl William Jones, published by Scarecrow Press in 1989: Perfection in singing is the best of an existential present. It is apparent that if the words "in singing" are deleted the definition applies to any art, to all [...]
"Years ago I was invited by my teacher to attend a regional meeting of a newly forming professional association of singing teachers. The organizational meeting was to be followed by an afternoon recital and an early evening banquet. Two things have kept me the events of that day memorable: first, the flattery felt as a [...]
