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The Confident Performer

2010
03.01

In traditional voice lessons, the teacher and student spend a great deal of time working on vocal technique, learning a song or perhaps even tackling a new language and its correct pronunciation.  Very rarely, however, is there enough time in a lesson to discuss or put into practice strategies for developing confidence as a performer.  For decades, dedicated students have heard generalized statements meant to indicate that merely practicing could enhance a singer’s confidence onstage.  Indeed, practicing helps to build confidence, but is that the only ingredient necessary to ward off those persistent butterflies in the stomach, sweaty palms or in some cases, feelings of physical sickness that go along with performing in front of a live audience?

In my experience, confidence is an art form in and of itself which has to be practiced, eventually learned, tested and relearned again and again.  Confidence does not come from merely having a song memorized or having heard from a teacher (or Grandma) that I sound great.  Confidence…true confidence comes from an inner state of peace about where I am in my artistic journey and the attitude I have about that journey.  In essence, I can have a great voice and know my song, but if I walk out on stage and feel negatively about myself or my voice, I will not exude the confidence I need to feel successful as a performer.  If I don’t feel successful, the law of attraction tells me that I will not be successful — no matter how well I know the song or how great my high notes are in the practice room.

While some people possess the natural ability to come alive on stage and sing without the slightest shake of the knees, many people have to work to become confident performers.  This work involves, not only performing over and over again in hopes that it “will get easier”, but it also requires a good bit of self-assessment and self-awareness on the part of the person performing — or “practicing” performing.

Self-assessment can come in the form of listening to yourself on a recording, watching yourself in a video or singing in a masterclass.  But to go a little further, self-assessment of how you think and feel while performing should be done before the performance, during the performance and after the performance.  Are you overly critical of yourself?  Do you find yourself going through thoughts about not being good enough?

Much about how we feel and the energy we receive and release in a performance has to do with what is going through our minds.  If we are highly self-critical, we will be more apt to pick apart our performance while performing and never fully be able to live in the moment on stage.  One of my prize students always jokes that she is her own worst enemy (referring to herself as ‘Simon Cowell’) in the practice room, in the lesson and on stage because she is always so critical of herself.  There is a fine line between being critical in a positive way in order to improve or being “chronically” critical of yourself no matter how much you may have improved or how well you may have sung.  Many times, performers lack confidence because we are perfectionists and perhaps a bit unrealistic about our abilities or where we should be in our careers.  We needlessly compare our voices with others, and we are disappointed when we don’t achieve immediate success.

In the book, Power Performance for Singers by Shirlee Emmons and Alma Thomas, these topics and more are specifically discussed and laid out in great detail.  They suggest that singers/performing artists keep a journal of how they feel about performing and in doing so, tackle some pretty scary beasts in our minds about the subject.  The Artist’s Way by Julia Cameron also helps artists go through the journey of sorting through their fears and “unblocking” their creative energy.

Self-awareness comes in a more raw form than self-assessment, but perhaps it is even more important.  Self-assessment deals with how you view yourself and how you think and feel while performing.  But self-awareness deals with how you view yourself in comparison to others, or more precisely, where you actually do stand.  It is one thing to be confident, but it is truly another to be confident because you are good at what you do.  This doesn’t mean those of us who haven’t arrived yet should throw in the towel because we’re not as good as so-and-so. But, it does mean that we need to be realistic and have an idea about where we are and how far we need to go (or how much we need to practice) to become as good or better.  Believe it or not, more people do not possess self-awareness than people who do.  Why do you think millions of people audition on national t.v. for American Idol every year?

Even though all of us are on a very different and very individual journey, it is important to know who we are and what we have to offer–whether it is to be the next big star, a solid choral singer or a recreational singer who loves to sing regardless of an outcome of fame or fortune.

Effective Practicing Takes Practice

2010
02.10

It recently came to my attention that my wonderful, talented students were not practicing on a regular basis, and many of them don’t even know how to practice correctly and efficiently.  Am I to blame?  Sure I am!  Did I think that I was giving my students all the tools necessary to practice effectively and establish good practicing strategies?  Of course I did!

In my opinion, this is where so many well-intentioned teachers like me fall short of our full potential.  We know it takes practice to become better singers, but how do we instill these values in our students and convince parents of their vital role in this process?

In order to teach healthy and effective practice methods, I had to dig a little deeper beyond “practice makes perfect” and do a little research on the subject.  My findings were astounding.  So many books and articles have been written on areas of practicing including how to practice, when to practice and how long to practice.  One of my colleagues actually did a research paper on “sleep practicing”!  Yes, I know…sounds crazy, but there have been studies showing that if you practice for a while and then go to sleep, you will absorb much more information than if you continue practicing or go do something else.  The brain is so fascinating!!

Without going into too much detail (I lost my last blog entry on the subject to cyberspace and I’m REALLY TIRED), I do want to share some things I know about effective practicing:

  1. Effective practicing requires focus and a clear objective.  One must set aside time without disturbances and know what he/she wants to accomplish.
  2. Effective practicing should be concise.  Gone are the days of hour long practice sessions.  Do what you need to do in 15-20 minute increments with pauses in between.
  3. Effective practicing should be scheduled often and regularly.  It is much more effective to practice 5 minutes a day (if that’s all the time you have) than to practice once a week for an hour.  (See #2).  Having a regular practice routine also reinforces practicing as a daily part of a singer’s life.
  4. Effective practicing requires audio and visual feedback.  Many professional singers use recording devices to give them instant feedback about how they sound.  A good full length mirror also helps singers see if there is a problem and helps them correct it.
  5. Effective practicing requires accountability.  Whether the singer is accountable to a practice journal, a teacher or a parent, it is vital to have a record of practice sessions in order to fully stay on track.  It is also helpful in determining what needs to be accomplished in order to enforce rule #1 (above).

There is so much information out there about practicing.  I have merely skimmed the surface in order to provide some helpful information and perhaps motivate some students.

Please take time to find out how you learn most effectively and develop a practice strategy that is right for you!

Happy Practicing!

Vowel Modification

2010
01.27

Vowel Modification is an important part of singing which isn’t discussed often enough in the vocal studio or in choral music settings. Over the course of my singing career, I have taken voice lessons from wonderful teachers who had amazing singing careers themselves. I have also been fortunate enough to work with world renowned choral directors and coaches, and yet, rarely ( if ever) does the topic come up. Unfortunately, vowel modification is a subject most teachers and directors assume the singer already knows about, or they don’t know enough about it themselves to share and teach their students.
For those of you wondering what I’m talking about, vowel modification is when singers change or modify the written vowel pronunciation to a more open or closed vowel in order to obtain a more unified sound, preserve vocal health by making transitioning smoother throughout the range and to achieve more efficient resonance.
While vowel modification is necessary for all voice types, it is perhaps most important for the soprano voice. In fact, many singers who believe they cannot sing well in their higher range simply lack understanding or perhaps information regarding appropriate vowel modifications for their voice. Because of this, many of them may fall short of exploring their range fully, or they strain their voice unnecessarily and cause vocal fatigue when singing in their higher register.
Teachers can help students avoid vocal problems by providing their students with ample information about vowel modification and giving continuous examples while working on repertoire. Choir directors can promote healthy singing in their choirs by providing their choral members with appropriate information about vowel modification for each voice type and providing examples within the selected repertoire without taking up too much rehearsal time.
In my experience, it is not enough to be elusive about the subject. Students need to know why vowel modification is necessary beyond flowery language and quirky ambiguity many teachers/directors use to achieve a “certain sound”. If singers are given the tools to make well-informed decisions on their own beyond the voice lesson or rehearsal, they can be spared trial and error practicing/rehearsing and codependency on their instructors.