Recommended Repertoire- Part II Intermediate/Advanced

Recommended Repertoire Resources for Intermediate-Advanced High School Aged Students or Amatuer Adults.

26 Italian Songs and Arias, Published by Alfred, is highly recommended for any young student seeking to continue music in college.  It is between $10 for book only and $20 for book/CD.  (Again, the CD is recommended.)  This book has pronunciation and historical guides, as well as suggested ornamentation.  It comes in Medium-High and Medium-Low Voice.

In addition to The Second Book of… series edited by Joan Boytim, the Vocal Library Series is a trusted source.  These books give historical background for all songs, and translations for foreign language songs.  These books come in single composer compilations (Debussy, Mozart, Brahms etc) and in genre compilations (French, German etc).  Also available in this series are Christmas, sacred and folk songs compilations.  These have arrangements that are favorable to a classically trained singer.

Standard Vocal Repertoire, part of the Vocal Library series, has a volume for each voice type.  This is for an advanced high school student or amateur adult.  The songs are perfect for college audition repertoire and scholarship contests.  Along with translations, historical background and written pronunciation guides, the CD that automatically comes with this has pronunciation help for foreign language songs.  There is a wide variety of repertoire to choose from in these books.  Price range is $20-$25.

The books in the series Arias for … (Soprano, Mezzo-Soprano, Tenor, Bass) are useful for the most advanced student (One ready for college, in college, or adult).  These books have popular arias from operas, and give translations, historical background and synopses.  There is a second volume to each voice type that has additional arias of the same level.  There is no CD accompaniment for these books… if you’re good enough to sing these, you’re good enough to find your own accompanist to practice with!  The price range is about $20-$25.

Recommended Repertoire- Part I: Beg/Intermediate Classical

Recommended Music Books for Voice Students

Classical-  Beginning – Intermediate Levels

For the young (high school) or amateur adult student who needs to sing “classical” songs of different eras and languages, I highly recommend the series “The First Book of…”series by Joan Boytim.  This series is published by Hal Leonard, and is easily available at local music stores.  The price range is between $15 (no CD) and $27 (with CD).  I do recommend getting the accompaniment CDs with the music because it provides an easy way for the student to practice one the basics of the song have been learned.  This series has several volumes for each voice type. (soprano, mezzo soprano, tenor, bass) that increases in difficulty and skill level.  For instance, The Second Book of Soprano Solos is more advanced than The First Book of Soprano Solos, but The First Book of Soprano Solos, Part II is the same level as The First Book of Soprano Solos, just additional repertoire.  These books each offer 20-30 songs of varying genre, languages and time periods. 
 
The First Book of Soprano Solos- Parts I, II and III
The First Book of Mezzo Soprano/Alto Solos- Parts I, II and III
The First Book of Tenor Solos- Parts I, II and III
The First Book of Baritone/Bass Solos- Parts I, II and III
The Second Book of Soprano Solos- Parts I and II
The Second Book of Mezzo Soprano/Alto Solos- Parts I and II
The Second Book of Tenor Solos- Parts I and II
The Second Book of Baritone/Bass Solos- Parts I and II

26 Italian Songs and Arias, Published by Alfred, is highly recommended for any young student seeking to continue music in college. It is between $10 for book only and $20 for book/CD. (Again, the CD is recommended.) This book has pronunciation and historical guides, as well as suggested ornamentation. It comes in Medium-High and Medium-Low Voice.

For Younger Students (Grade 8 and younger) also by Joan Boytim:

Girls:
Easy Songs for the Beginning Soprano, Mezzo Soprano, Tenor, Bass
Daffodils, Violets and Snowflakes
Boys:
Young Ladies, Shipmates and Journeys
Neutral:
36 Solos for Young Singers

 --I will update this with more reprtoire resources as they are made known to me.  Also, I may occasionally make a commentary about specific somgs in the books.  I will also be posting Musical Theatre books as well.--

 

Singing in a Wonderful Choir...

 

I really love singing in the Indianapolis Symphonic Choir.  I have been singing in it since 2001, and have been so lucky to be able to work with Dr. Eric Stark and Dr. Michael Davis.  Two people that I not only call my colleagues and leaders, but also friends.

I could sing in any other choir or chorus in town, or even think I was above singing in a choir (I hate when people act like that!) but the ISC is the place for me.  While singing in opera choruses or smaller choirs, I never had such a wonderful feeling of really making music and, moreover, “art.”

I could go on and on, but I won’t right now.  I just wanted to show my love for the ISC and let you all know about our first concert coming up with the ISO (fingers crossed) on November 2 and 3.  We are doing the Brahms Requiem… and it is so awesome to be able to sit down and “sight read” at this level!  Of course, it is true that most of us have performed this piece many times (I think this is number 4 or 5 for me!) but it is really something when we can all work together at such a high level to get to such great musical and artistic heights.

Here is a sampling of the great music we are making together! 

Wie Lieblich

 

Here is where you can check out our web page and see what’s in store for the season:  ISC 

 

Weddings

I have the privilege of singing at several weddings a year at St. John’s-  the big church downtown right across from the Convention Center and Pan Am Plaza.  I love working with my friend and colleague, Tom Nichols, who has been asking me to sing at weddings and occasional funerals, since 2001.  Oddly enough, he got and kept my card from a mailing I had send out a few years even before that! 

Many of my ministerial or pianist friends and colleagues hate doing weddings.  And, for them, I can see why doing weddings can get tedious.  -Dealing with the bride… and the mothers… and the hungover groomsmen who just want to get with the bridesmaids…yes, that’s annoying and sometimes feels quite thankless.  But, for me, it is a relatively stress-free way to earn some easy money. 

I never know the people who are getting married, but I enjoy the ceremony, nevertheless!  I have a great view from the cantor’s seat.  I can see the whole congregation full of immediate family, friends, cousins, and co-workers.  I can see and sometimes hear the nervous groomsmen and groom.  I get to see the look on the groom’s face first as he gets that initial glance at his bride coming down the aisle. And though I don’t know them at all, I do always get a little tear in my eye when I spy a secret glance between the bride and groom, or watch as the father brings the bride forward and “gives her away.”

Let’s face it, people who get married in this church probably have enough money for their “dream wedding” and reception.  And, the reception is probably being held someplace fancy downtown that cost a lot of money.  So, the dresses are also always beautiful and extravagant.  I check out the bridesmaid’s fashion too.  What color?  What style?  Will this be a dress they will dare wear again?  I can also see in detail the shoes!  (And can tell whether or not they are used to walking in heels!)

I feel that my role as the “cantor” is to just make people feel comfortable with the music.  And, if they don’t want to sing along, I hope that my voice lends a calming and sweet aura to the air!  I love to sing Schubert’s “Ave Maria” because it brings so much emotion out for people.  I feel like that is a special thing that I get to do as the wedding singer-bring out the emotion for people.  My job is not to outshine anyone on these days, but to add to the sentiment and beauty to this rite.

Before I was married, I always used this time to fantasize about what my own wedding would be like.  And I didn’t even have a potential groom!  I even collected all of the programs to use in reference for making my futire wedding programs!  Of course, I can say now, that the only similarity to my wedding and the ones I sing for, is that Tom played at our wedding!  I specifically chose my favorite prelude songs-many he arranged- for our wedding.  I also chose his arrangement of “Ode to Joy” for my walk down the aisle.  So, every time I hear him play that, I can think back upon my beautiful wedding!  --Which, leads me to how I feel about weddings since I have been married;  I think about my wonderful husband, who, probably drove me to the wedding, and whom I will get to spend a Saturday with when I am done.  I think about how much we love each other, and how much he respects me and works hard for our family.  And, I also now think about my precious little Will.  It’s hard to believe that just a year ago, he was not “on the outside”!  He is growing so fast, and we love him so much!

So, off I go today to sing at another wedding.  Let’s see what this one will have in store!  And later next month, I get to sing one on my very own anniversary!  Next month, I will write about our wedding ceremony- which, my husband says, “was a concert where two people got married in the middle!”

A family that I recently began teaching reminded me that I had a blog… and the one entry I had impressed them… so I thought maybe I should get back on that blog horse and try again…

 

This is the time of year when we start to get new students.  I can tell you, I know that it is nerve wracking for a student to start something new-new lessons, new teacher-  but it is equally nerve wracking for a teacher to meet with a new student!  I get both nervous and excited to meet new students.  Here are some things I am thinking about:

 

               Will they like me?

               Will they sing well?

               What kind of music will they like?

               Will they be receptive to my ideas?

               Can I help this person be a better singer?

 

I am the type of person that is very intuitive.  I really feel like I can “read’ a lot of people.  Every once in a while, there is that student that takes me a longer time to “read” and get to know.  Sometimes I am even nervous about teaching those people at every lesson because I don’t know what to do with them.  It is like being blind!  Eventually, we are able to establish a relationship, and I can get into the groove of teaching them.  Here are some questions that I may use to try to get to know them.

 

               What kind of sports do you play or like? 

                              I am not a very sporty or athletic person, but I do know that there is a direct comparison to the amount of discipline needed for sports and music.  You can often make comparisons for students directly to the sports they play or enjoy.

               What Movies, TV Shows, books do you like?

                              Using pop culture to help in teaching is very important.  You need to be able  to relate to the students.  And, if they think you are a stuck up opera-loving nerd, they will not feel any need to relate to you.

               What music do you like to listen to?

                              Along with pop culture knowledge, it is good to be able to know a little about the pop music.  Of course, you can stress that that doesn’t mean you get to sing those song in lessons, but its ok to like music outside of what you are learning in your lessons.

              

Engaging your students in conversation that interests them is important.  It makes them feel like you respect their opinion, and helps them to open up to you.

 

So, here’s to a great new year of teaching, and meeting wonderful new students!

Questionnaires for New Students

Here are my activity and health questionnaires. Feel free to cut and paste and use as you need. If there are any strange letters or symbols, it may be a formatting problem.

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Vocal Student Health Questionnaire


In order for me to best assist you in your quest to be a better singer, I need to know a few things about your health and activities. I will only use the information for assessing your personal situation, and will not share the information with anyone. Please be as open and honest as you feel you can.


Yes No Do you have braces?
Yes No Have you ever had braces?
Yes No Do you have any dental apparatus (retainer etc.) or rubber bands in your mouth?
(Please be prepared to take out any removable apparatus- especially rubber bands, as you will not be able to open your mouth as needed, and the rubber bands can break or come off, and could cause you to swallow it or choke on it.)
Yes No Have you had a history of jaw problems? (TMJ or other pain)
Yes No Have you ever been diagnosed with vocal nodules (nodes) polyps, or any other kind of vocal abnormality? When, and how was this problem resolved?_____________________________________
Yes No Have you ever had surgery on your nose or throat?
If so, what kind and when?_______________________________________________________
Yes No Have you had a history of asthma or any other breathing problem?
Yes No Have you suffered from dizzy, fainting spells or seizures?
Yes No Do you have any blood sugar or other problems that may cause you to faint or black out during lessons? (If this is the case, please be prepared to bring extra snacks, medicine, water etc, to prevent or take care of this problem.)
Yes No Do you have any known allergies. (environmental, animal etc.)_____________________
Yes No Are you on any medication that may interfere with your performance in lessons?
Yes No Do you have any other health problems that may interfere with your performance in lessons? (Migraines, Sjorgens, etc)
Yes No Do you have any special needs that may need to be attended to during lessons? (ADD, dyslexia etc.)
Is there any other health related issue that may affect the student’s performance in lessons?
____________________________________________________________________________________
____________________________________________________________________________________

Signed:
______________________________________________ ________________________
Parent/Guardian Date

______________________________________________ ________________________
Student Date


HERE ARE SOME ACTIVITY QUESTUIONS YOU MAY WANT TO ASK:

Activities

Do you currently play any sports? If so, what?______________________________________________
What sports have you played in the past?___________________________________________________
What musical instruments have you played, for how long?_____________________________________
____________________________________________________________________________________
Have you ever taken private voice lessons before, if so, from whom and for how long?
____________________________________________________________________________________
How long ago was your last lesson?_______________________________________________________
What are other hobbies or activities that you participate in?____________________________________
What church or civic volunteer activities do you participate in?_________________________________
____________________________________________________________________________________

The First Lesson- Part II: Get Singing!

Now it's time to hear how your student sings! I always explain to the student what is about to happen. As I said before, many students may never have taken voice lesson before, and even if they have, the previous teacher may have done things differently. Some students may not have even "warmed up" before, therefore may not know how to do the traditional scales and arpeggios. So, you will have to demonstrate the pattern to let the student know how you expect it to be sung. (Note: for beginning students, do not do something too elaborate. a simple descending five-note scale may be overwhelming enough, and you just need to hear the voice at this point.)

I always keep two things in mind when doing the initial "warm-up" with the student (new or experienced) First, I use a simple descending five-note scale, and second, I am sure to start the scale just above the typical register shifts for men or women. Each voice will be different and you can adjust the starting point for students as you get to know them. It is safe to start men a little below Middle C (C5), like around A4; and women C above Middle C (C6). By starting in these ranges, it can prevent the student from starting off singing in a belt or "chest" register. Using a descending scale will give the student the opportunity to stay in "head" voice longer. Also, singing descending warm-ups tends to be more relaxing and tension-free, opposed to the vocal stresses of singing high. I tell the student to do the best they can and that we will go down the scale, and I demonstrate the scale. I use an "ah" vowel, with a possible consonant of choice at the beginning. I allow the student to sing as low as sounds comfortable, and make a note of the lowest pitch.

Next, I discover the high range of the voice. Most new students will be a little nervous about this part- even those with higher voices. I tell the student to relax and do the best they can, and try to go as high as possible- not to worry about creaks and cracks and squawks- just go for it! For this part, I choose a simple three note arpeggio (do mi sol mi do), or a shorter version (for less experiences singers) of do mi do or do sol do. Again, an "ah" vowel is good, usually with no initial consonant. I start this exercise somewhere in the mid range, (a little below the starting point for the descending exercise) and encourage the student to go as high as they can- even if they don't think the sound is very pretty. (Watch for "I can't sing that high!")

At this point, you should be able to know at least three things that you will need to work on with the student to improve singing. Be sure to talk to the student about the good things you hear. (Strong low range, lovely tone etc) and then to talk about some deficiencies. (After all, they came to you for help!) and how you plan to work with the student to improve those deficiencies.

If time allows on the first lesson, I discuss support and breathing. I start by asking the student what his or her perception is or knowledge of breathing and support for singing. It is important to know what the student has been taught (or not taught) about proper support for singing so that you can elaborate upon what they know, or correct any misconceptions. (Watch for "The Diaphragm Dilemma). I also believe it is important to explain how the body works during the process of breathing. After explaining this, I will give the students some breathing exercises to work on and get acquainted with.

I may or may not assign a piece of music at the first lesson. This depends upon the time and experience level of the student. Some students are overwhelmed enough with the first lesson, and will need small steps to start out with. Others may be eager to start on repertoire and may even have brought some of their own music to start with. Sometimes it takes a lesson or two to get to know the ability level of the student, and to get to know the student's personality. That's right, I said personality. It's important to try to understand the student's character, energy level and desires when choosing music. The music that the student studies should be first a song that will ultimately be able to help the student improve his/her vocal studies in general. Second, it should be something that the student finds interesting. If a student does not have an investment in the music- if it doesn't "speak" to them, (or in this case, "sing") then they will most likely not practice it. This doesn't mean that the teacher should always assign music that the student already knows or likes, but that the teacher should be able to gauge if the student seems enthused enough to work on a song-especially on the first lesson. (More about repertoire choice later.)

When the time is up, be sure to summarize what you talked about, and be specific about expectations for the weekly practicing assignment. Also, discuss how much you expect the student to practice weekly. Be realistic in how much time you ask a student to practice. To be honest, high school students these days are packed with things to do, and even expecting an hour a day can be overwhelming. I also ask the student if there are any questions, and tell them that if they have any questions that they can call or e-mail me.

Thus ends The First Lesson.

I welcome and questions, comments or suggestions. Also... you can take the poll!

-Danielle