JOS On Point

Habilitation for the Aging Avocational Singer

Understanding the needs of the aging singer, a rapidly expanding demographic, is increasingly important for the informed voice teacher. Canadian singer and voice teacher Dann Mitton, in his article “Habilitation for the Aging Avocational Singer,” published in the January/February edition of the Journal of Singing, identifies aspects of the aging process that impact the singing voice, and suggests pedagogic interventions for six common challenges experienced by aging singers: onset, power, intonation, vibrato, noise, and vowel production.

JOS-078-3-2022-347.pdf (application/pdf, 380.1 K) posted at 11:55 AM, January 24, 2022

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

Inspiring autonomous artists: A framework for independent singing

In a feature article, “Inspiring Autonomous Artists: A Framework for Independent Singing,” published in the May/June issue of Journal of Singing, Travis Sherwood explores the traditional teacher-student relationship in the voice studio and offers modifications to encourage a shift to a more student-centered pedagogy. His approach encourages dialoguing and questioning, empowering students to gain independence in the process. Autonomous artists make choices that impact the creative process and their voyage of self-discovery.

JOS-075-5-2019-527_-_Inspiring_Autonomous_Artists_-_Sherwood.pdf (application/pdf, 345.8 K) posted at 4:29 PM, August 12, 2019

IPA Braille for Lyric Diction

Although resources for those who read braille are widely available, lyric diction resources with International Phonetic Alphabet (IPA) braille for visually impaired voice students are nonexistent. In “IPA Braille for Lyric Diction: A Mutually Accessible Phonetic System for Teachers and Students,” published in the November/December issue of Journal of Singing, Cheri Montgomery introduces a new phonetic system that is mutually accessible by both the sighted and the blind, with examples from standard song literature, and directs instructors to resources that use the system.

JOS-077-02-2020-219.pdf (application/pdf, 7032.1 K) posted at 9:37 AM, November 4, 2020

IV - 005.pdf

IV_-_005.pdf (application/pdf, 429.7 K) posted at 11:10 AM, October 3, 2017

JOS-074-1-2017-83.pdf

Teaching Transgender Singers - Part 1

JOS-074-1-2017-83.pdf (application/pdf, 872 K) posted at 10:24 AM, October 17, 2017

JOS-074-1-2017-9 Chi-Chen Wu.pdf

JOS-074-1-2017-9_Chi-Chen_Wu.pdf (application/pdf, 13550.2 K) posted at 4:31 PM, October 4, 2017

JOS-074-2-2017-179 - Kenneth Bozeman - Voice Pedagogy.pdf

JOS-074-2-2017-179_-_Kenneth_Bozeman_-_Voice_Pedagogy.pdf (application/pdf, 516.7 K) posted at 12:54 PM, December 5, 2017

JOS-074-2-2017-209 Teaching Transgender Singers part 2.pdf

JOS-074-2-2017-209_Teaching_Transgender_Singers_part_2.pdf (application/pdf, 408.2 K) posted at 1:41 PM, November 7, 2017

JOS-074-2-2017-215 - Best Practices-Exercise Physiology - Nix.pdf

JOS-074-2-2017-215_-_Best_Practices-Exercise_Physiology_-_Nix.pdf (application/pdf, 1044.5 K) posted at 1:39 PM, April 13, 2018

JOS-074-2-2017-225 - Collab Corner - Frank Corliss.pdf

JOS-074-2-2017-225_-_Collab_Corner_-_Frank_Corliss.pdf (application/pdf, 230.6 K) posted at 2:03 PM, December 15, 2017

JOS-074-3-2018-269 - Honesty in Teaching - Sjoerdsma.pdf

JOS-074-3-2018-269_-_Honesty_in_Teaching_-_Sjoerdsma.pdf (application/pdf, 199.5 K) posted at 2:56 PM, January 8, 2018

JOS-074-3-2018-307 - DeBlieux-Moore Radiation for Laryngeal Cancer.pdf

JOS-074-3-2018-307_-_DeBlieux-Moore_Radiation_for_Laryngeal_Cancer.pdf (application/pdf, 151.1 K) posted at 1:27 PM, February 20, 2018

JOS-074-3-2018-329 - Sean McCarther - Getting in Zone pt1.pdf

JOS-074-3-2018-329_-_Sean_McCarther_-_Getting_in_Zone_pt1.pdf (application/pdf, 238.4 K) posted at 11:20 AM, January 23, 2018

JOS-074-3-2018-349 - Kristen Chenoweth - Leslie Holmes pt1.pdf

JOS-074-3-2018-349_-_Kristen_Chenoweth_-_Leslie_Holmes_pt1.pdf (application/pdf, 179.1 K) posted at 9:22 AM, February 8, 2018

JOS-074-3-2018-349 - Kristin Chenowith pt1.pdf

JOS-074-3-2018-349_-_Kristin_Chenowith_pt1.pdf (application/pdf, 179.1 K) posted at 2:53 PM, February 6, 2018

JOS-074-4-2018-377 - To Cherish is a Choice - Sjoerdsma.pdf

JOS-074-4-2018-377_-_To_Cherish_is_a_Choice_-_Sjoerdsma.pdf (application/pdf, 137.1 K) posted at 3:27 PM, April 3, 2018

JOS-074-4-2018-379_-_Voice_from_Prairie_-_Cutsforth-Huber.pdf

JOS-074-4-2018-379_-_Voice_from_Prairie_-_Cutsforth-Huber.pdf (application/pdf, 1847.3 K) posted at 11:20 AM, March 13, 2018

JOS-074-4-2018-393_-_Guide_to_Larsen_My_Antonia_-_Zavracky.pdf

JOS-074-4-2018-393_-_Guide_to_Larsen_My_Antonia_-_Zavracky.pdf (application/pdf, 506.5 K) posted at 11:20 AM, March 13, 2018

JOS-074-4-2018-405 - Critical Thought - Stephenson.pdf

JOS-074-4-2018-405_-_Critical_Thought_-_Stephenson.pdf (application/pdf, 213.7 K) posted at 10:03 AM, March 20, 2018

JOS-074-4-2018-419 - Exercise Physiology - Sandage-Hoch.pdf

JOS-074-4-2018-419_-_Exercise_Physiology_-_Sandage-Hoch.pdf (application/pdf, 302.1 K) posted at 10:42 AM, April 17, 2018

JOS-074-5-2018-493 - NATS visits AATS - Culture of Mentoring.pdf

JOS-074-5-2018-493_-_NATS_visits_AATS_-_Culture_of_Mentoring.pdf (application/pdf, 178.6 K) posted at 10:09 AM, May 7, 2018

JOS-074-5-2018-513 - Medical Privacy - Bradshaw - Cooper.pdf

JOS-074-5-2018-513_-_Medical_Privacy_-_Bradshaw_-_Cooper.pdf (application/pdf, 374.3 K) posted at 10:50 AM, May 22, 2018

JOS-074-5-2018-521 - Efficacy of Vocal Cool-Down - Ragan.pdf

JOS-074-5-2018-521_-_Efficacy_of_Vocal_Cool-Down_-_Ragan.pdf (application/pdf, 335.8 K) posted at 1:05 PM, June 5, 2018

JOS-074-5-2018-527 - Voice Class Learner-Centered Approach - Sauerland.pdf

JOS-074-5-2018-527_-_Voice_Class_Learner-Centered_Approach_-_Sauerland.pdf (application/pdf, 174.9 K) posted at 11:08 AM, August 7, 2018

JOS-074-5-2018-559 - Conference Syndrome - B Manternach.pdf

JOS-074-5-2018-559_-_Conference_Syndrome_-_B_Manternach.pdf (application/pdf, 365.1 K) posted at 1:53 PM, May 1, 2018

JOS-074-5-2018-563 - Creativity through silence - Haas.pdf

JOS-074-5-2018-563_-_Creativity_through_silence_-_Haas.pdf (application/pdf, 203.6 K) posted at 11:31 PM, June 18, 2018

JOS-075-1-2018-007 Child Prodigy - Mondelli.pdf

JOS-075-1-2018-007_Child_Prodigy_-_Mondelli.pdf (application/pdf, 538.8 K) posted at 12:14 PM, September 4, 2018

JOS-075-1-2018-17 - Worley - Henry Lawrence Freeman.pdf

JOS-075-1-2018-17_-_Worley_-_Henry_Lawrence_Freeman.pdf (application/pdf, 358.5 K) posted at 11:18 AM, October 2, 2018

JOS-075-1-2018-33 - Surkin - Students with Vision Loss.pdf

JOS-075-1-2018-33_-_Surkin_-_Students_with_Vision_Loss.pdf (application/pdf, 210.3 K) posted at 10:04 AM, September 18, 2018

JOS-075-1-2018-75 - Wisdom of Marchesi - Sjoerdsma.pdf

JOS-075-1-2018-75_-_Wisdom_of_Marchesi_-_Sjoerdsma.pdf (application/pdf, 155.8 K) posted at 10:03 AM, October 16, 2018

JOS-075-4-2019-429 - Five Things - McCoy.pdf

Is there a difference between teaching voice and teaching singing? Emphatically yes, asserts noted author and voice pedagogue Scott McCoy in his “Voice Pedagogy” column of the March/April issue of Journal of Singing. His article, “Five Things,” is a must read for voice teachers of every ilk, as it focuses on observational and technical skills essential to the voice studio. Concomitantly, McCoy destroys persistent pedagogic myths, and also vilifies complacent pedagogy.

JOS-075-4-2019-429_-_Five_Things_-_McCoy.pdf (application/pdf, 180.6 K) posted at 11:12 AM, April 2, 2019

JOS-076-1-2019-5 - Heritage and Heroes - Sjoerdsma.pdf

Founded on March 23, 1944, the National Association of Teachers of Singing celebrates its 75th anniversary during the 2019 calendar year. The first official publication of the association, then called The Bulletin, was first published in October of the same year. In commemoration of that seminal event, Journal of Singing Editor in Chief Richard Sjoerdsma has structured the September/October issue of the publication as an Anniversary Issue, replete with vintage articles from giants in the history of NATS. Sjoerdsma offers an overview of the celebratory publication in his commentary, "Heritage and Heroes."

JOS-076-1-2019-5_-_Heritage_and_Heroes_-_Sjoerdsma.pdf (application/pdf, 498.6 K) posted at 11:00 AM, September 3, 2019

JOS-076-2-2019-127_How_Do_You_Teach_Voice_Angell.PDF

JOS-076-2-2019-127_How_Do_You_Teach_Voice_Angell.PDF (application/pdf, 523.1 K) posted at 12:17 PM, December 3, 2019

JOS-076-2-2019-137_-_Mixed_Up_Registers_Young.PDF

JOS-076-2-2019-137_-_Mixed_Up_Registers_Young.PDF (application/pdf, 2301.2 K) posted at 10:18 PM, November 25, 2019

JOS-076-2-2019-203-Neuroscience for Singers

Cognitively speaking, the act of singing is a complex motor task virtually unrivaled in other fields of performance, artistic or athletic. As a result, it is necessary for the voice teacher to have a basic knowledge of the neurology of breathing, phonation, articulation, and audition. In order to address this need, cognitive scientist and voice pedagogue Lynn Maxfield, in his “Mindful Voice” column for the November/December issue of the Journal of Singing, offers “Neuroscience for Singers, Part I: Neuroanatomy” as an overview of the structure and general function of the nervous system.

JOS-076-2-2019-203.pdf (application/pdf, 396.7 K) posted at 9:20 AM, November 19, 2019

JOS-077-5-2021-587.pdf

JOS_077_5_2021_587.pdf (application/pdf, 196.4 K) posted at 1:35 PM, August 10, 2021

JOS-077-5-2021-693.pdf

JOS_077_5_2021_693.pdf (application/pdf, 362.5 K) posted at 1:35 PM, August 10, 2021

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