Learning

So, when I wrote about this last December I got as far as articulating the following question:

How do we give our singers enough opportunities for repetition to embed the skills that need automating without dulling their imaginative response to the music?

I have subsequently marshalled some of the thoughts that started to teem in my brain in response. There are several strategies you can take, each of which spawns its own set of rehearsal tactics.

When I first started singing lessons at age 14, I was introduced to those standards of voice training, Vaccai’s exercises and Schirmer’s collection of 24 Italian songs and arias. At this stage, I was singing Italian phonetically – I knew the general gist of the words from the translations, but in expressive terms it was much like playing Mozart arias on the clarinet (which I also did around that age). Then at university I took Italian classes for 3 hours a week for a year, thinking it would be useful for someone taking voice lessons (and actually, interesting for someone who liked studying languages).

It was some years later again when I returned to the old Schirmer volume to revisit songs I had learned in my teens and had the bizarre experience of going through the motor actions I had learned to create the sounds, but now understanding the words I was singing. Bizarre and rather fun, I should add – I always enjoy the sensation when bits of my brain that hadn’t really connected before discover they have something in common.

In a recent email conversation about various musical matters, one of the participants accused the rest of ‘over-analysing’. Our ‘gut’ should tell us what the song is about, he said, and if we get caught in the ‘brain game’ we will lose the true essence of the music.

Now, I recognise the dangers he refers to. Emotional connection is vital to make music live, and an approach that lives in the purely technical part of the brain is unlikely to find anything very meaningful to say. And I don’t think you’ll ever find me arguing against the importance of intuition in realising a song’s expressive purpose.

Having said that, the idea that the ‘gut’ has access to more valid musical expression than the brain is clearly nonsense.

Towards the end of last year, Chris Rowbury wrote an interesting post about why basses can’t remember their part. He starts off thinking it’s to do with gender stereotypes: ‘it’s just a bloke thing’. This is obviously the version which, in our school days saw girls as neat and clean and obedient versus boys as messy and disorganised, but which in adulthood somehow translates for women into a lifetime of picking up their husband’s socks. (So note: whenever people voluntarily adopt an ostensibly unflattering stereotype, there’s usually also something in it for them.)

Chris moves beyond this quite soon though, and locates the difficulty basses have in the interaction between three factors: the nature of the parts in the genres he’s working in, the learning methods used, and the make-up of the group.

Every so often as I reflect in this blog on the process of learning, I come back to the need for repetition or drill for the secure acquisition of skills. It turned up as the idea of ‘re-freezing’ when I was thinking about Kotter’s model of how to effect change, and Iacoboni’s book on mirror neurons gave some insight into the neurological processes that underlie it.

But you’ll have noticed a certain mistrust of drill even as I affirm its necessity.

NoteoriousMy undergraduate degree was one of those old-fashioned ones that culminated in 8 hours of written exams over two days. I recall thinking at the time, ‘Well, I think I’ve got quite good at sitting exams by now – shame really that this is the last one I’ll ever need to take’. Educationalists who like to defend the exam as an assessment strategy will point out that the capacity to complete a defined task independently within a limited timescale is a useful life skill. And I’ve always tended to think that the main legacy an exam-oriented education has left me with is the ability to focus.

But last weekend I found myself drawing much more directly on the strategies I used to use to pass exams for a real-life challenge. Noteorious, LABBS 2008 quartet champions, had been asked by BBC Radio 1 to participate in feature celebrating four classic albums. The idea was to play tracks from these albums, alternated with cuts of the quartet singing the same songs in the barbershop style. Cute idea – and they had just one week’s notice to procure and learn the arrangements before heading into the recording studio.

On Tuesday evening I spent a happy couple of hours with Hearts in Harmony, the staff choir at Heartlands Hospital in Birmingham. They formed back in the summer, and have been inviting various choral folk from around the region to run one-off sessions in between auditions for a permanent director. So it was an interesting session to plan, as it needed to be both self-contained (they’ll be singing with someone else next week), and provide continuity (whilst I won’t be there next week, they will). Some continuity was provided in that they had an arrangement of a Christmas carol they had started last week and wanted to work on again. So I did them an arrangement of another carol in a contrasting style that we could learn in one session, but they could then add to their collection for their Christmas performances.

If you came here via the front page, you may have observed a notice announcing a set of new themed workshops I’ll be offering from the New Year. More details can be found on the menu to the left, under the ‘helping performers’ label. I’ll still be available to do bespoke coaching of course, but I’ve developed the new offerings as a way to help ensembles become more strategic in how they plan their skills development.