Choral

Quick reminder to those who have been participating in June’s singing practice experiment: please let me have your feedback on how it has gone for you.

What you need to send in are three things:

1. A list of days you did/did not actually do the practice routine
2. Your notes from the end of each week on how you found it as you went through
3. Your final notes on the overall experience

Having said that, if you don’t have all of those, just send in what you do have.

I spent Monday evening in Sheffield working with Carfield Community Choir on their performance skills. Last time I saw them we were working on ways to develop a sense of ensemble, and they have definitely developed a much greater sense of cohesiveness since then. They are now at the stage where they are ready to move on from a definition of success that is about not making mistakes to one that is more artistically ambitious, and it was a great pleasure to help them explore this new and exciting territory.

My recent reading of Daniel Coyle’s book spawned not only the some arguably rather arcane thoughts about Schenker, but has also had me reflecting on the implications for rehearsal methods. Much of his discussion focuses on what deep practice looks like in individual pursuits such as learning an instrument, and the challenge then becomes how to generate that experience in a group learning environment.

Ensembles offer both advantages and disadvantages in this respect. The advantage is the social nature of learning. People who are more confident in a particular skill can model it for those who are just developing it, keeping the desired result fresh and present in their consciousness. The disadvantage is the possibility of coasting. In an ensemble there are other people to hide ‘behind’, and you can periodically switch off your active learning engagement and just go with the flow without necessarily being called to task.

Jim Henry in action

Another of the many delights at the recent BABS Convention was a masterclass run by Jim Henry on the first afternoon. Dr Jim was at the convention as bass in the 2009 International Champion quartet Crossroads, but of course he is also director of the Ambassadors of Harmony and Director of Choral Studies at the University of Missouri-St Louis. So it was only sensible to get the benefit of his choral expertise while he was there!

He spent an hour or so working with a large chorus made up of the Great Western Chorus of Bristol augmented by a large number of audience members who were invited to participate. He worked on standard elements of choral craft - breath, vowel and placement – with a brief diversion into the world of rhythmic integrity. So, the content was nothing surprising, but what was striking was the degree of improvement he effected in a very short time.

Three things in particular struck me as central to his effectiveness – and they were less to do with what he was doing than how he was doing it.

This article first appeared in Mastersinger in Spring 2009, just before the publication of my second book. It resonated with some conversations I’ve had recently, so I thought it could do with a more general airing

The Theory

Argyle and Dean’s ‘Intimacy Equilibrium Model’ describes how people adjust their behaviour in social situations so as to maintain a level of social intimacy that they are comfortable with. The original study focused on personal proximity and gaze, and found that people look at each other for longer and more frequently when they are physically farther apart, and avoid so much eye contact when they are closer together. Later developments have included other ways of creating or inhibiting personal closeness, such as smiling, topic intimacy (that is, how much personal information about ourselves we are willing to share) tone and/or volume of voice.

To get your lip-trill started, try playing with a toy tractorI spend a goodly amount of time encouraging vocal ensembles to use the exercise of ‘bubbling’ in their rehearsals. By ‘bubbling’ I mean singing on a smooth, continuous ‘brrrr’ sound such that the lips are vibrating together. It’s also sometimes called a ‘lip trill’. It is a wonderful tool, and I thought it might be worth saying a few words both about why it’s useful, and how to get better at it if you are one of the people who find it tricky at first to do.

Vocally, it achieves two things. First, it develops the continuity of airflow that you need for legato line. Quite often people use the word sounds as a way of sneakily conserving air. Consonants such as t or p are made by momentarily obstructing the airstream, and if you hang onto them you can make the air in your lungs last a bit longer than it would otherwise. Unfortunately, this comes at the cost of breaking up the music. Bubbling removes all obstructions to the sound and thus teaches us how to sustain the flow of air throughout the phrase. When people are first learning to bubble, their instinct is often to give a fresh burst of sound for the start of each syllable, and they find when they learn to smooth it out that they are having to breathe in a much deep and physically-engaged way.

On Wednesday I outlined the background and rationale for an experiment I’ll be running during June to see what difference 5 minutes practice a day actually makes for the participants. Today I’ll outline what it will involve and how to join in.

What You Need to Do

1. Do the Practice Routine (see below) every day during June
2. Keep the following records:
   • Every day, note whether or not you actually did the routine
   • Once a week jot a few thoughts down about how you are finding the experience (maybe 30-60 words)
   • At the end of the month, write a brief summary of how you’ve found it overall (maybe 80-120 words)
3. At the start of July, email me your records

We all know that if you practice between rehearsals, you develop skills faster and retain more of the music learned than if you don’t. And everybody I know always intends to do more between rehearsals than they actually do (including me of course).

I was at a workshop recently where we were being exhorted to practice various exercises regularly as a way to improve our vocal skills, and being assured that just a few minutes a day would make all the difference. And it occurred to me that the problem with this message isn’t its content, it’s the follow-through: everyone agrees with the principle, but do they do anything about it? (Well, they might a couple times in the following week…but then Real Life takes over again.)

I came away with two questions from this:

1. How much difference does ‘just a few minutes’ a day actually make?
2. How do you get people to do it?