JOS On Point

Hidden Treasures: Rediscovering La Chanson d’Éve

Emerging from a decade-long project prompted by Peters Edition, a study by Emily Kilpatrick and Roy Howat, “Hidden Treasures: Rediscovering La Chanson d’Éve, appearing in the November/December issue of Journal of Singing, explores matters of source history, notational and performing problems, and editorial procedure in Fauré’s song cycle. The investigation allows a transformative reappraisal of the work’s place in the repertoire.

JOS-079-2-2022-145.pdf (application/pdf, 2261.8 K) posted at 2:56 PM, November 7, 2022

How Mind Governs Voice

In its Anniversary Issue (September/October 2019), the Journal of Singing reprints an article from The NATS Bulletin of 1972 by Victor Fields, “How Mind Governs Voice. Part 2: A Basic Approach in the Teaching of Singing.” A formidable voice pedagogue and writer, and a titan in the history of NATS, Fields may also be considered a pioneer in the area of cognitive sciences as applied to teaching singing. His article is as fresh and relevant today as when it was written.

JOS-076-1-2019-65_-_How_Mind_Governs_Voice_-_Victor_Fields.pdf (application/pdf, 587.3 K) posted at 9:46 AM, September 17, 2019

I Am the Very Model of a Modern Two Year Repertoire

As increasing numbers of students aspire to the music theater workforce, it becomes increasingly imperative to consider the unique needs of the last adolescent performer in terms of voice technique, movement, and casting suitability. Elizabeth Gerbi, respected voice pedagogue and singer-actor, in her article “I Am the Very Model of a Modern Two Year Repertoire,” from the March/April 2020 issue of Journal of Singing, presents a series of four semester benchmarks that allow individual performers to explore their unique assets within a carefully scaffolded body of literature. A detailed list of literature is further defined and organized by voice classification and song style.

JOS-076-4-2020-449.PDF (application/pdf, 248.5 K) posted at 12:28 PM, April 7, 2020

Implicit and Explicit Biases for Gender in Opera Roles

The March/April issue of JOS features “Implicit and Explicit Biases for Gender in Opera Roles,” in which authors Laura Carskadden and Jenine Brown examine reported imbalances in roles composed for men versus those for women. The authors conducted a study researching the possible implications of these imbalances on audience members, testing participants’ explicit and implicit biases. The authors ask whether performing within the most popular operas as written is propagating negative stereotypes against women, a question which holds implications for both contemporary voice pedagogy as well as opera production companies.

JOS-080-4-2024-409.pdf (application/pdf, 615.8 K) posted at 1:58 PM, March 1, 2024

Incorporating motivation into your model of motor learning

In his article, “Incorporating Motivation Into Your Model of Motor Learning,” in the May/June issue of “Journal of Singing,” leading cognitive science researcher and writer Lynn Maxfield maintains that, while the impacts of practice conditions such as augmented feedback and attentional focus have received ample attention in the field of motor learning, learner motivation, perhaps the most crucial element in the learning process, has been largely ignored. Starting from the premise that success begets success, Maxfield discusses fostering motivation in the voice studio, concentrating specifically on the motivational effect of feedback and promoting autonomy.

JOS-075-5-2019-583_-_Incorporating_Motivation_Into_Your_Model_of_Motor_Learning_-_Maxfield.pdf (application/pdf, 426.2 K) posted at 1:16 PM, July 22, 2019

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