Iho Fetterman MUSI59 Dr. Hochmiller 22 September 2021 Baritone Voice Lesson Observation we While observing a voice lesson given to a baritone by @ college professor, } noticed ques. The first thing they did was sing various things about this professor's teaching tex throw mber Song” by &urt Weill. After this run through, both the a pieve called “Sept sor and the student discussed. The professor discussed what he observed, and the student pro discussed what he experienced during the run through. The feedback was very conversational The teacher encouraged a certain section of this piece to be more conversational, and (o sing it like he would speak it. The purpose of this was to get the student to sing this section with clearer diction, After this feedback, the student did just that, Just like his response to this piece of feedback, this student was very responsive to all of the feedback throughout the whole lesson, This student was also very focused throughout the entire lesson. There were a few times throughout the lesson when the student would sing a wrong note or rhythm, When this happened, the teacher would correct it immediately and the student would respond to it effectively and sing it correctly forthe rest of the lesson. Another piece of advice the teacher had for the student was to think of this piece as i it were in 2 instead of 4. This gave the student more breath e ergy to, propel the phrases more forward. During the next piece they worked on, “Lord God of Abraham,” by Mendelssohn, there was a discussion about dynamics. The teacher made it clear to the student that he does not always have to follow the dynamics. The reason for this is the context of the piece. This piece is written with a full Romantic Era orchestra and the singerwould have to sing very loud in order for his voice to project over the orchestra. And for the same reason, the student would have to use very clear diction and consonants. Something I liked about the way this lesson was conducted was the conversational aspect of it, Sometimes the professor would say something like “I liked how that sounded, what did you do there?” and that ‘would then open up the conversation for the student to deseribe how they felt while singing and it would also make them more mindful of their voice mechanisms while they were singing. This is something I would like to take forward into my own teaching. When a teacher asks the student {questions about how they feel personally or their thought processes in coming to certain , conclusions (can be applied to many subjects), it enables the student to havea better? ‘understanding of how things work when they go through the process in their head or explain it to someone else. Another reason itis important for the student to discuss their experiences is so the Aeacher can have a better understanding of how to help that student improve. Honor Code: [affirm I have upheld the highest principles of honesty and integrity and I have not ‘witnessed a violation of the Honor Code. ~ Sally Fetterman