What do I need for my lesson?
Whether a seasoned regular or coming for your very first lesson, here are a few things you might want to bring or think about to attend your lesson, and to get the most out of the experience.
Music
What have you been studying/learning? Bring that, and bring a second copy to share with your teacher/pianist.
Any music you are performing with your choir, church solos, stage shows. Even if you don’t plan to sing it, it may become relevant for technical or performance reasons.
A pencil
Whether working digitally or with paper music, bring a pencil to make notes and mark your music.
A notebook, or recorder to record the lesson if agreed with your teacher
Either are fine with me, but it makes sense to be able to write down broader technical and performance ideas for your practise later.
An open mind
This is your time to work on your goals - so to help you do this fully come ready to play, work, experiment, and learn. Put aside the everyday distractions for now and enjoy this time to concentrate on your voice and performance.
“You do get better at even the things you’re terrible at, if you practice.”
Before the lesson
What you wear
Think about wearing something you are comfortable in, that allows you to move and work physically. We will be doing stretches, and sometimes use weights/pilates bands and other equipment as part of our work together.
Food and drink
Make sure you have eaten and drunk enough before the lesson to feel comfortable standing and working physically. If you wish to drink water during the lesson, lay it out to bring with you. By personal preference, I prefer not to drink while singing, but I don’t mind if you do.
Warm-up
You may wish to have a short vocalise or warm-up before you arrive, check in with your voice and see how it feels today, if you are experiencing anything different you can bring this up at the start of the lesson. This might also include feeling if you have any tension.
Lastly, a little reassurance. I am human, I have made many mistakes, I have sometimes found practise hard to fit into life or had other things going on that make work/life tricky. Please feel free to let me know of anything that might affect our session together that you think I should know about. I fit around you and your needs.
I do not expect that every pupil arrives a perfect and finished product - that simply isn’t real life! Sometimes the best lessons are the ones that happen responding to the voice and singer as they turn up that day. So please don’t worry that you feel you should have done x, y, or z. Hopefully all teachers feel this way and should be understanding!
l’amour
Exploring different types of love as depicted by the Greeks, and how this relates to classical music
“Every heart sings a song incomplete until another heart whispers back.”
In this months blog I’m tackling the complex idea of love and its different forms as categorised by the Greeks.
Within the world of music, opera, and lieder, we are asked to understand and portray all these forms of love. Here is my summation to help you fast-track your research.
By being able to distinguish which type of love you are portraying, you will have a clearer idea of motivation, whether your character is experiencing a deep and powerful reason for the action in the aria, or perhaps a surface and poorly thought out reason.
Do you agree with my different suggestions of opera characters and which are experiencing which type of love? Let me know of any other suggestions in the comments below. Most operas include the tension between Eros and Philia, for instance, and I think sexual passion is probably the main one in most operas!
Eros (sexual passion) - Carmen, Semele, Romeo and Juliette, Turridu for Lola: Cavalleria Rusticana, Manon, La Traviata, La Boheme, probably most operas!
Eros (ἔρως érōs)
(from the Greek deity Eros) is passionate love, with sensual desire and longing. The Greek word erotameans in love. Plato refined his own definition. Although eros is initially felt for a person, with contemplation it becomes an appreciation of the beauty within that person, or even becomes appreciation of beauty itself. Eros helps the soul recall knowledge of beauty and contributes to an understanding of spiritual truth. Lovers and philosophers are all inspired to seek truth by eros. Some translations list it as "love of the body".
Philia (deep friendship) - Nadir and Zurga: Les Pêcheurs de perles, Cosi fan Tutti
Philia (φιλία philía)
dispassionate virtuous love, was a concept addressed and developed by Aristotle in his Nicomachean Ethics Book VIII. It includes loyalty to friends, family, and community, and requires virtue, equality, and familiarity.
Philia is motivated by practical reasons; one or both of the parties benefit from the relationship. It can also mean "love of the mind."
Ludus (playful/flirtatious love) - Papagena/Papageno: Die Zauberflöte, Cherubino: Le nozze di Figaro
Agape (love for everyone, empathetic love) - Violetta: La Traviata
Agape (ἀγάπη agápē)
love in modern-day Greek. The term s'agapo means I love you in Greek.
Referring to a general "pure," ideal type of love, rather than physical attraction suggested by eros. However, there are some examples of agape used to mean the same as eros. Sometimes translated as "love of the soul."
Pragma (longstanding love, committed companionate love) -The Merry Widow,
Storge (unconditional, family love) - Ilia for her family: Idomeneo, Romeo and Tybalt, Nurse for Juliette, Aida
Storge (στοργή storgē)
natural affection, like that felt by parents for offspring
Mania (obsessive love) - Lady Macbeth