For this observation I changed it up and observed Dr. Lofgren teaching Brett Dorcey. Brett is in the process of training his head voice. He mainly sings tenor although he has a few great bass notes in him. He is going into his Senior year but voice is only his minor instrument, his major is the tuba.
To start off the lesson they worked on sirens and really focusing on the resonating feeling in the face. The next thing they did was new to me, Brett placed his hand in the very front part of his mouth and then did "humm's" going down the scales. This allowed him to feel more. For a majority of the time they worked on vowel sounds. Dr. Lofgren kept reminding Brett how much space the mouth should have for each vowel as in "1/3, 2/3, etc."
For the last ten minutes of the lesson they finally worked on Brett's solo "Fine Acts for Ladies." Dr. Lofgren allowed him to sing through the entire piece while correcting verbs a few times throughout. After they also went through and looked at the IPA for the piece.
I noticed during the lesson Brett yawned a lot trying to relax his throat. This means he was trying to force his head voice a little too much. I believe he was too focused on hitting the notes that he could not think about the weak voice he need, a prime example of what we have been discussing in class. I really liked it when Dr. Lofgren commented " Work for that lighter production" that made me feel like he was talking about a musical.
This lesson seemed very different form Dr. Hepworth's but they really worked on fine points and making the words sound good. It was more "nit-picky" I guess one would say. Dr. Lofgren is also great at teaching the tenor voice because that is what he is, therefore it is east for him to relate.
Yet another great reflection! It is always amazing to see the differences between studios---Dr. Lofgren's attention to detail and my methods of implementing technique into literature. It seems that we all end up in the same place! I appreciate your comment about a lighter production--if you were to re-word this statement, how would it sound? What kind of pedagogical language would you use to get the same idea across to a student who might not understand that statement.
ReplyDeleteGreat observation about the yawn...if you had a student yawning, what would you do to prevent this?
Again amazing reflection....
Dr. H.