ODivaTina@a... wrote:
> You might just engage your daughter's teacher in a little technical
> discussion and ask her her beliefs about vocal technique.
First off, I'd like to thank everyone for their input on this subject.
I'm listening very carefully to it all, and I hope I'm not opening too
large of a can of worms for the list!
The times I have discussed vocal technique with my daughter's
teacher, I have never gotten the impression that she felt that the
lower register was bad or wrong, but rather that it could be damaging
for young girls' voices. She used, as an example, Andrea McArdle and
the
Broadway play "Annie", and seemed to feel that the belting she did early
on hurt her adult voice, and shortened her career.
Some of this, I'm sure, had to do with the fact that my daughter's
desire to
study voice came directly from her involvement in a local children's
theater group,
where the kids were strongly encouraged to belt out Broadway songs by a
director who
had little vocal training. I could see her concern had some
justification.
So my daughter and her teacher set out, as I understand it, to develop
her upper register (which was almost nonexistent) with the longterm plan
of bridging it, in due time, to her chest voice. Where they are in that
plan
now, two years later, I couldn't say, but they seem to be working
exclusively on
the upper register.
None of which bothers me particularly, except that the head voice my
daughter has developed sounds markedly different from that of her age
peers---far more trained & operatic. In a real sense, she seems to be
moving from an Eponine to the adult Cosette & beyond, if you follow my
clumsy
Les Miz reference, and I'm not at all sure that is where she wants to go
ultimately.
So late at night, when I'm in full worried-mother mode, I wonder if she
is on the right road, and whether it's one way, or she will be able to
redirect later on if she so chooses...
Small worries, indeed, in the grand scheme of things, but still I
appreciate your help in putting them to rest.
Julia
farmer@a...
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