pursuing beauty as a way of life

A collection of my own ideas and new discoveries that give me a deeper insight to what it really means to be a musician.

I mostly use this as my online bulletin board to helpful articles I find on the Internet about conducting, singing, choir, how to develop musicianship, and other resources an aspiring music teacher would find useful on the journey towards a successful career :)

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RSCM -Courses in the UK 2014 

Auditions for Cathedral Courses and Residentiary Choir

Entry to Cathedral Courses and the Residentiary Choir is by audition (see note above about availability for the Residentiary Choir).  Please contact the Education Administrator on education@rscm.com as a matter of urgency to arrange to attend an audition.

Audition content:

1. Range test for compass of voice.

2. Aural test for ability to pick out notes from common and cluster chords; to pitch an adjacent semitone to a single note; and then from a starting-point of a common chord in any inversion, e.g. this is C major (play), now please sing G#.

3a. Prepared item: Adults and ATBs on Cathedral Courses – their own voice-part of any one of the following, the auditioner playing a reduction of the whole score:
Bairstow – Jesu, the very thought of thee (go to online shop to purchase here)
Byrd – Sing joyfully (go to online shop to purchase here)
Harris – Holy is the True Light (go to online shop to purchase here)
Walton – A Litany (Drop, drop slow tears) (go to online shop to purchase here)

3b. Prepared item: Trebles - treble part of any one of the following: any movement from a choral anthem, canticle or Eucharist/Mass setting in their own choir’s repertoire. Unison anthems allowed.

The purpose of this part of the audition is to hear the singer’s ability to contribute confidently to a known item, so please prioritise security over complexity in the choice.

4a. Sight-reading and quick-learning (SATBs): The auditioner will give sight-reading of a standard just below that of the prepared anthem, and expect to offer some verbal guidance on any pitfalls and allowing a second, corrected attempt if required.  Speed of correction and understanding of the method are the criteria here.

4b. Sight-reading and quick-learning (trebles):  The auditioner will give a test of similar standard to Silver level, previewing it and allowing a second attempt with corrections pointed out if needed.

NB – speed of correction is the criterion for acceptance here, as the aural tests will reveal ability to deal with discords or difficult pitch-holding.

RSCM News: Anniversaries 

Celebrating church musicians’ and composers’ birth and death anniversaries

(Source: scphilharmonic)

Never undermine yourself by settling for mediocrity

Teaching AP Music Theory

Jessye Norman 

Jessye Norman is one of the most celebrated artists of our century. She is also among the most distinguished in a long line of American sopranos who refused to believe in limits, a shining member of an artistic pantheon that has included Rosa Ponselle, Maria Callas, Leontyne Price and now this daughter of Augusta, Georgia. “Pigeonholing,” said Norman, “is only interesting to pigeons.” Norman’s dreams are limitless, and she has turned many of them into realities in a dazzling career that has been one of the most satisfying musical spectacles of our time.

Essential Characteristics For a Music Teacher - ArtistshouseMusic 

:)

What Makes A Great Teacher?

“Good teachers are like expert acrobats,” says Wendy Sims, professor and director of music education at the University of Missouri–Columbia. “They are creative, quick-thinking and flexible, well-balanced, able to keep many plates spinning or balls in the air at the same time, good teammates, and dedicated to their art form.”

Sims adds that expert music educators “demonstrate a solid grasp of the fundamentals, and execute complex routines and artful performances with grace and style.”

Martin Bergee, a faculty member in music education at the University of Kansas in Lawrence, says that great teachers have three critical qualities:

  • a passionate and abiding commitment to help people of all ages learn, especially children and young people,
  • the ability to inspire and motivate people to learn, and
  • a deep, deep knowledge of one’s subject matter.

Both NAfME members, professors Sims and Bergee work with preservice and in-service teachers. Experience has taught them that the ability to listen with patience and compassion can also help make a person a better music teacher, parent, and human being.

– Ella Wilcox, originally posted April 9, 2008 © National Association for Music Education (www.nafme.org).

(Source: musiced.nafme.org)

My friend Greg showed me this.

Adventures in Sacred Music: Wendi's Wailing From the Loft 

10 Common Mistakes Beginning Teachers Make 

Classroom Management - How To Avoid New Teachers' Five Worst Mistakes 

10 common teaching mistakes 

Learning a Role 

Advice for students studying opera 

Guide for this summer

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