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• W224918052 abstract "[Associate Editor's note: In writing this article I was compelled to remember the comments made by an audience member in the Journal of Singing Open Forum at the NATS Conference in Nashville in June 2008. This reader suggested that it would be wonderful if we could find a way to include a CD of the songs referenced in each of the articles in the Journal. With that suggestion in mind, I have included in the notes at the end of this article numerous references to songs I have mentioned. Furthermore, these same links may be viewed by clicking on JOURNAL OF SINGING at www.nats.org.] CHOOSING NEW SONGS for students involves many factors. First and foremost, the teacher must decide if the song suits the musical needs of the student at this point in his or her development. A good teacher generally would not choose Celeste Aida for a seventeen year old tenor. Rather, a good teacher would choose a simpler song that would be accessible to the student, yet challenging. Another consideration in choosing music is the emotional needs of the student. When we choose a love song for a student who has never experienced a mature love relationship, we have to help that student to imagine what that love would be like. Can you imagine how that impacts a female student who has never experienced the love shown in songs such as Les filles de Cadix, or a male student in a song such as Lydia? The complexities of romantic relationships are easily lost on young people due to their relative inexperience with love. Teachers have been addressing this problem for as long as there have been students to sing the songs. But what happens when that same student happens to be gay?1 Now he or she has the added problem of trying to imagine being in love with someone of the opposite gender, a feeling that he or she has not had. And to make matters worse, the feelings that he or she has experienced have not, until very recently, been modeled in television, films, or books. Indeed, as straight students learn more about themselves and their romantic involvements, they apply this knowledge to their understanding of songs. But as gay people learn more about themselves and their romantic involvements, they may find themselves more and more isolated from many songs that teachers would choose for them.2 Now, I am sure that some readers are thinking that these students should just deal with it! Most do exactly that, most of the time. Please take a moment, however, to turn the situation around. Imagine yourself in a world where the majority of love songs written were written for two people of the same sex. Would you find it easy to transcend this situation all the time? Would you find this repertoire compelling and find yourself anxious to perform it? Wouldn't you be yearning to find a bit of yourself expressed in the texts of at least some of the songs you were asked to sing by your teacher? A colleague recently told me that he was astonished to realize that he had stopped reading for pleasure some or more years ago. At first he couldn't figure this out; he had been a voracious reader throughout his youth and early adulthood. Finally, it occurred to him that the thing missing from his reading was his own personal investment. Since he is gay and most of the characters in novels are straight, he felt disenfranchised and lost interest in these characters' situations. Upon coming to this understanding, he sought out novels with gay themes and/or characters for some of his reading and now has again become a voracious reader. My colleague's reading quandary is applicable to repertoire selection for voice students as well. We all need to feel compelled by and invested in the songs we perform in order for those performances to be true. This article examines the additional repertoire needs of those ten percent who enter our studios every day. To help the reader along in this process, many of the songs mentioned in this article are footnoted to allow you to find websites where you can hear recordings. …" @default.
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• W224918052 date "2009-05-01" @default.
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• W224918052 title "Repertoire Selection for the Ten Percent" @default.
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