I like most to support students to express what has heart and meaning for them, and this leads me into some curious territory that I would not necessarily explore if I were left to my own devices. One delightful student, just turned thirteen, is nuts about Vocaloid and wants to do some of the songs in lessons. If you are unfamiliar you can read this Wikipedia article: http://en.wikipedia.org/wiki/Vocaloid and check out many items on youtube like: http://www.youtube.com/watch?v=gZh7TM1I7HY
When she sang the first song, her voice was stripped of its unique and usually glorious quality because she was unconsciously imitating the synthesized “robotic” voices in the recording. She had no idea what the piece was communicating – it was strictly the “cool” factor that attracted her.
I actually like the song she chose, the images and references. I think it’s interesting and saying something worth hearing, so I gave her the assignment of finding meaning in it and then coming up with very personal reasons for wanting to express that meaning. She stunned me by coming back with a positively brilliant interpretation that reflected a deep understanding and implications of the lyric.
She agreed to experiment with using her authentic voice to sing it, and the result was magical – some of the most beautiful, released and convincing sounds I have ever heard her make.
I am so grateful that I have a commitment to never take away my students’ power of choice, because that is the function of having one’s voice in this life. While I do not personally love the Vocaloid sound, I do love that people have a new way to express their ideas, to unleash and evolve their creativity.
When students choose their own repertoire they unearth things that I would not necessarily lead them to. When I suggest repertoire, they tap expressive genius that they would not explore on their own. It’s a wonderful exchange of gifts that leaves both of us with our power of choice intact and keeps us growing together.