lloyd,
i am very curious about what you do in your lessons with your students.
i must confess to sometimes picturing you in a scene, not unlike the 1932
frankenstein movie, with a student singing his first high C and you turning
to the accompanist exclaiming "it's alive fritz, it's alive!"
seriously, the perceptions a singer has (and they seem to be different
for each singer) are sometimes so far removed from what is measurably going
on, i wonder how you make the connection or, do you not make the connection?
i will often design exercises for students based on what i understand of the
actual workings of the voice and as far as the student is concerned, it's
just one more silly-ass thing i thought of them doing that accidently makes
them sound better.
i have students who are doctors, engineers and college professors who do
want to know how it works. knowing the theory somehow helps them accept the
process. on the other hand i have students (and it usually seems to be
management types) who will say something like "if it works and we still have
time, you can explain why, if that will really make you happy". do you vary
your approach with the student?
mike
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