People come into a voice studio looking for different kinds of support, and each must be met according to the mixture of gifts and challenges they have to express and transform.
In private lessons everything is tailored for the individual. In classes it’s still necessary to support individual strengths and needs, as well as to create a more comprehensive application of the work so that everyone can benefit.
Focus on certain elements of vocal function that are common to everyone is a great way to bring a class together. When a teacher has an expansive, integrated knowledge of the voice and repertoire, it’s possible to learn even more in classes than in private lessons.
However, people can feel slighted when they observe that everyone is engaged differently. It’s important for everyone to come to an agreement that loving equally doesn’t mean loving the same. Loving equally means doing what is best for each person in a way that brings value to everyone present.
When we teach in class settings it’s useful to consistently remind students of their differences and how that makes it so valuable to be learning from each other. It also makes it clear why comparison is not useful. With each person bringing such unique quality and interpretation, they will all find their own niche in the studio and in the world.
Students can learn how to support each other by:
— Listening for what truly moves them and gives them chills.
— Finding at least one thing in other singers’ work that will help with their own singing.
— Noticing what is changing and improving in their peers.
— Recognizing that the better others are, the more they stand to gain.
— Truly hoping for each other’s best.
There can also be dynamics of compare and despair when there are studio performances. Generally, going first or last are considered plum spots, but it’s possible to shine no matter where you are in the roster.
It needs to be made clear that the music is programmed to give the audience the best listening experience. Let everyone know that their place in the performance adds something essential, and then share the elements you consider when creating the order.
The opening number is generally something that grabs everyone’s attention, which draws them out of their busy lives and into the performance.
The closing number is usually strong, uplifting and intended to leave everyone with a good feeling about the entire show.
Throughout the program there needs to be variety and flow, a complementary progression of keys, tempos, and content.
It’s too hard on an audience to have nothing but complex, demanding repertoire, even though those pieces are likely to get the big applause.
Doing a gentler, less complex piece doesn’t mean we are less appreciated, but people will be applauding from a quieter state of being.
These are important things to discuss and for everyone to feel good about because when you do a one-person show, the same principles will apply. There will be more applause for some numbers than others, and we mustn’t lose confidence over that.
I’d love to hear from you regarding studio dynamics that have troubled you, whether you are a teacher or student. Most especially, I’d love it if you would share with everyone here about things you do to support a thriving, supportive studio.
Happy New Year!