Ten Artistic Essentials for Singers

At the closing Liederabend of our 2018 Vienna: Language of Lieder program (in the Bösendorfer Saal of the Mozart “Figaro” Haus), I gave our ten brilliant students the following ten “gifts.” At that time (June 23, 2018), the list was delivered as a monologue. Here it is written and revised, for your consideration.

[NB: These tasks are sequential; each is to some degree dependent on the previous ones.]

  1. Commit to and enjoy the challenge of consistent, progressive work on yourself and your skills. You must be in it for “the long haul.”
  2. Become the strongest musician you can possibly be. This effort must be constantly addressed, and complacency must be avoided. Mastering another instrument (e.g., piano) and exploring that repertoire will make it less likely for vocal issues to distract you from honestly evaluating your musicianship. Much of what is perceived as vocal problems is actually a “software failure,” in that the voice is not given clear commands by the inner ear, due to weak musical skills. In other words, don’t always blame bad singing on poor vocal technique.
  3. Read as a poet, not in a monotone, non-personalized voice. Merely pretending to be expressive puts you on track for specific interpretive choices. You must choose to be expressive in order to express.
  4. Enjoy the ongoing discovery of interplay between text and music, the essence of meaningful, effective, and beautiful singing. Never be simply a “sound machine.” Yes, there are times in vocalization (at every level of development) when the sound itself is explored, but this kind of work is not a final stage.
  5. See the page, hear the music, feel meaning, release beauty.
  6. Commit to artistic choices. The willingness to do so reflects and requires personal courage.
  7. Be willing to take risks.
  8. Enjoy the sound of your own voice, and how it feels to release your own, authentic sound. Merely making the appropriate sound is not enough. The sound of the voice itself is a major vehicle for expression, not only specific musical/textual choices.
  9. Know your technique(s) so well that you almost never think about it in performance. Performance is not about working hard, remembering to push all the right buttons.
  10. Know yourself so well that you need “check in” only occasionally. It is the immature and undisciplined artist who constantly disappears from the audience’s view in order to search for him/herself. A secure artistic foundation is a base of operation, constantly supporting the performance.

BONUS: Repeat frequently.

 

But I wanted cake!

Young students – all of us, actually – can be easily confused by perceived differences of opinion and method among various teachers, coaches, or conductors. Although accomplished and trustworthy artists/teachers hold certain essential values in common, each one of them has unique preferences and insights.

Combine that individuality with the fact that each student is a “moving target” at every moment, and it becomes even more difficult to find absolute, fundamental rules about artistry, even about technique. It is even less likely that one will find a definitive and specific plan for interpreting any piece of music.

Yes, through comparing performances of a piece by past and present artists we can begin to perceive common ideas and characteristics. However, we never really know an artist’s intention, we know only how we take it in from the air. Merely imitating our perception of what we’ve heard or seen can actually take us further away from a performer’s authentic and more meaningful intention.

What a privilege in lessons or classes, to hear a seasoned artist describe and/or demonstrate those inner, creative impulses that give birth to what we actually take in as listeners. Only through considerable time in study, consideration, and practice, does one develop the unique balance that begins to define his/her own artistic personality. When an artist (surely including students) is privileged to encounter advice/teaching from a great and more experienced artist, growth can and should result!

Consider something so basic as tempo. One teacher may insist on a faster tempo in a song, perhaps due to the student’s lethargy and lack of conviction, or because she/he is lost in inner space, searching for profundity. Another teacher may insist on a slower tempo on the same piece, to help that same student on another day to find gravity and more intense delivery of the song’s essence.

Dogmatic instructions for the “correct” performance of anything are suspect, at best. One is wise to stop looking for the perfect interpretation of anything. Avoid simplistic, mass-marketed methods that seem logical, even effective in some limited way. Such cookie-cutter approaches lead to pretense and “looks-like” imitations, not true and unique artistry.

The privilege and responsibility of an artist is to synthesize input from various sources, finally coming up with performances that honor essential and needed “rules,” yet those performances are marked with the performer’s fingerprints.

Consider a cake recipe. Some ingredients are essential, otherwise the longed-for cake will instead be a cracker! Yet there is plenty room and need for customization of the recipe.

True, a freshly-prepared hamburger at McDonald’s will be consistent under any authorized Golden Arches, but it is still a Mickey D’s burger – generally not the most nutritious or interesting meal. [Note the several food references in the post; it’s almost lunch time!]

The program that I founded and am privileged to direct, Vienna: Language of Lieder, exists (like some others) to deliver tools, knowledge, skill, experience, exposure – all things that one incorporates to become an artist, not merely a conveyor of others’ preferences. One cannot be an effective and powerful artist with a Fundamentalist, “just follow the instructions,” mindset.

C.S. Lewis Strikes Again

According to C.S. Lewis, “Symbolism exists precisely for the purpose of conveying to the imagination what the intellect is not ready for.”

Herein lies not only the truth about Symbolism in poetry, but the essential nature of art: Art communicates with the imagination/personality/soul/heart in ways that the intellect cannot. This is why meaningful interface with art cannot be based merely on analysis, historical context, or conscious thought. Also, the creation or release of art lives in the same realm; e.g., both the composition and performance of music are dependent on imagination. Granted, technical mastery enables effective work from either side of the equation, but the employment of technique in a creative vacuum is pointless. As the old question goes, if a tree falls in the forest and no one is there to hear it, did it make sound?

Some Essential Steps in Learning Vocal Music

Here is an article that I have prepared for my students at Westminster Choir College of Rider University. It is my attempt to offer specific steps for learning a new piece of music–including the choral repertoire that they sing in the one, two, or more choirs that they manage simultaneously, with a variety of conductors and tonal ideals.

I want my students to be able to sing in each situation with as free and consistent a vocal technique as possible, even though specific goals and demands are different. You will read elsewhere here in Kavbar’s Blog that ideal vocal technique allows a singer to make appropriate and different choices at any moment; it is therefore necessary to avoid any sense of locking, be it physical or otherwise. Commitment and consistency in approach, yes. Same-ness, no.

Although I contemplated creating an article or Studio Class activity to teach my students how to prepare their choral music, it struck me that “singing is singing.” This article is therefore applicable to solo repertoire, but it may be applied to the initial study of choral music (to be suitably prepared for the rehearsal), with some modification or omission. In this way, the student has a chance to begin to get the music “in his/her voice,” in a way that sectional rehearsals would not allow.

This approach may seem to some like overkill for an initial music-learning session, but “music is music” and we take very seriously the privilege of interpretation!

  1. BEFORE GOING TO THE PRACTICE ROOM: Look at the score. Who is the composer? Who is the poet or what is the text source? What musical and/or interpretive indications have the composer or editor placed on the page? What is the musical form: strophic, through-composed, da capo (ABA), modification or hybrid of these forms? In what key(s) does the piece begin and end? Are there modulations? Is the piece transposed, or the text translated? How long is the piece? Where does musical and/or textual repetition occur?
  2. If you have no sense of the musical style or characteristics of the composer or repertoire from the historical period, do some reading–just enough to get a start. Ditto for the poet, libretto, etc. Is musical ornamentation allowed or expected?
  3. Listen to a recording or two, if available, score in hand. Make note of pitches, rhythms, or pronunciations that seem unexpected or very different than you anticipated. This listening is to lay the groundwork for your own exploration and learning; never learn your music by rote from any recording–not even the MIDI file that a modern composer may provide.
  4. Find or create a literal, word-by-word translation of the text into your native language. For example, www.ipasource.com, may help with your text work. Take time to consider and paraphrase that translation, then reduce it further into a sentence or two. In the case of a dramatic text from a larger work (opera, oratorio, possibly a song cycle), determine the context of this particular text. Who is your character, etc.? Remember the actor’s question, “Why am I saying what I’m saying the way I’m saying it?” Begin to personalize the text and determine how you may serve it well with your own expressive gifts.
  5. Find or create a transcription into the International Phonetic Alphabet, to the degree that you need it, for accuracy of pronunciation.
  6. IN THE PRACTICE ROOM: Referencing any IPA symbols that you have penciled into your score (careful not to needlessly clutter the page), begin to speak the text with meaningful and fluid “stage” diction. It may be helpful to read the text from its literary source, so that you’re not overly influenced yet by the musical shapes. Even now, some meaning (images, feelings, attitudes, memories) should begin to partner the text in its printed language.
  7. With your eyes on the score, practice intoning the text with the general shapes and the rhythmic values of the music (merely approximate pitches). Remember that the “right” note at the wrong time is the “wrong” note. Even at this stage, developing a feel for rhythmic relationships and pace of the musical line will help to make pitches and melody clear to you.
  8. Review your earlier observations of keys, tempi, form, etc.
  9. Sitting at the piano, play your pitches in rhythm (slowly, if helpful), simply to find tonal relationships and begin to hear the melody more clearly. If your piano skills are not strong enough–you should practice piano six days a week, too!–find a friend to help. If you are learning choral music, perhaps a member of your section could do the keyboard work, and you could do the text work. You need to hear the harmonies that support or take place along with your line, and the piano is an excellent help. Always know the “pitch center” of the section or phrase. If you have strong Solfege skills, it may be good to omit this step, and go immediately to Step 10.
  10. Stand. If it is helpful, practice your vocal line on Solfege syllables, with correct rhythms. Gradually begin to sing in the indicated tempo. Next, practice singing with the “neutral” tone–essentially [oe], or a sustained schwa–not overly rounded, certainly not pulled back or down. Using an initial, voiced consonant like [l] or [d] may help, especially if pitches change quickly. [NB: Throughout Steps 9 and 10, vibrato should be free but slender, not manipulated. Do not forbid vibrato or insist on it, but avoid unnecessary weight. Different levels or qualities of vibrato may ultimately be found.]
  11. Finally, begin to practice with correct pitches, rhythms and text, based on your initial understanding of pronunciations. It is important to have guidance from your teacher, coach, or conductor for specific choices of vowel, how to articulate certain consonants, length of vowels, consonant emphasis, etc. In the voice studio, vowel articulation is an important part of learning technique, and you must be skilled enough to vary those articulations according to style, range, intensity, interpretive idea, etc. I teach that one does not merely “sing a vowel,” one sings tone. Vowel is that part of the tone that intersects with language. In choral singing, the conductor must often and of necessity be very specific with vowels–due to musical style, the timbre and “tonal personality” of that specific ensemble, certain exaggerations that are sometimes needed for clarity in a choral sound, personal preference, perhaps other factors. Each singer (with the help of the voice teacher/Senior Advisor) must build a vocal technique that is characterized by integrity, flexibility, power, and freedom. In this way, individuals can begin to find their full potential as singing artists. Not only this, but each singer can be a valued contributor to choirs, on- and off-campus.

Interesting Information about How to Practice

I have been taught that vocalization is best done in short sessions of 10-12 minutes (Garcia even recommended only 5-minute sessions), and I pass this along to my students. We should vocalize for 3-4 sessions a day when building technique. This article from the New York Times seems to back up that strategy. Take a look: http://well.blogs.nytimes.com/2013/07/05/ask-well-3-short-workouts-or-1-long-one/?smid=pl-share

Not perfection, just musical

”Look,” he says quietly, slowly, ”at a certain point, something is musical. And beneath that point, it’s not musical. You can’t sing out of tune, you can’t play out of rhythm, you can’t play your instrument that isn’t tuned, the tempo has to be right. I don’t know, is that perfection? I don’t say that once you reach that point, you must keep going to the sky — although I do think, Hey, you got this far, why don’t you see how far you can go? If you want to call that perfection, O.K. But it’s not anywhere near perfection, it’s just musical.”  Paul Simon

Advice for Students Facing Voice Juries

Hello, dear students (and honored guests). You notice that I have not written a post here in a long time, but today I am inspired to give some guidance. Since you are here now, I urge you to look around after you read this post, as there are others that you will find helpful.

Many of you face voice juries, recitals, auditions, or other imminent performances. In the days leading up to such opportunities, here are a few not-quite-random thoughts to consider.

1. Worry or extreme anxiety may be a clue that you are not well-prepared. Yet, it is never too late to increase your chances for a stronger performance, although it is surely true that inadequate preparation does not allow your very best work.

2. With humans (that would include most of us!), the mindset of “all or nothing” is generally not a helpful approach to performance. You will never achieve the dream, “ultimate” level that you strive for, but you must move towards it. If you are ever convinced you’ve hit a perfect 10 on your personal scale, then re-calibrate that 10 to 8 or 9, and keep progressing. Don’t worry, this will happen very rarely (or never) if you are honest. As with good body management, we are not after place or position, but direction.

3. Obsession with perfection is an inhibiting, negative, destructive, damaging, limiting, damnable energy-drain for performers.

4. Obsession with perfection is an inhibiting, negative, destructive, damaging, limiting, damnable energy-drain for performers.

5. Obsession with perfection is an inhibiting, negative, destructive, damaging, limiting, damnable energy-drain for performers. It is never a good thing. Don’t try to be perfect; be truthful, open, communicative, skilled, confident and grateful for the opportunity to perform.

6. Here is a short list of some fundamentals in vocal technique:

a. balanced, deep, and accessible breath support (appoggio),

b. easy availability of energy to articulate tone and language, avoiding “support” from the upper body,

c. freedom to inspire physical processes with mental/emotional “performer energy,”

d. Etc. [Add your favorite fundamental here.]

7. As the word implies, a “fundamental” rests securely deep within you, at your core, your foundation. It is not at the top of your thought process, a mental effort to make things happen. Fundamentals allow/empower things to happen, they don’t exist for their own glorification. Every desirable action is allowed or inspired by the imagination, not by “manual override.”

8. Fundamental technique is a result of both learning/understanding and training. It happens over time. One of my wisest teachers told me that a talented singer should be able to learn and embody a solid vocal technique in two years of study. I think she was right, given consistent and dedicated work by that student. Once the essence of technique is incorporated, your continuing study is towards refinement, making specific application and choices, improving your abilities, etc. This work is done with your voice teacher, with trusted coaches, and sometimes independently–above all, through consistent practice.

9. All of the choral/ensemble/non-classical singing that you do is potentially limiting to your own progress. This is why your own personal practice must be sufficient to keep your goals clear. As I have said many times, you must be the Chair of your own Vocal Board, and your voice teacher is your Senior Advisor. No conductor, coach, director, parent or friend, has the right/responsibility to either of those positions (Chair, Senior Advisor).

This is not a comprehensive list of values or processes, but I must at least mention that it is never too late to review texts, translations, dramatic subtext, poetic thought, etc. Musical score study is never inappropriate. It is a good idea to refresh your memory. Additionally, the more you live with a song or aria, the more likely you are to find new connections on the printed page that will enhance your performance. This may relate to musical or textual phrasing, new insights into why the composer made some of his/her choices, etc.

Bottom line, do not panic. Do not give up. Make the time to be as well-prepared as possible, building on what you have already done. Choose to present yourself confidently and give a valid performance that represents your most truthful and committed work on that day. Choose to be on the up-escalator, progressing even through the performance itself.