This Presentation was prepared for the 2020 Central Region NATS Conference and was entitled, “A Pathway to Fauré: French Songs for Developing Singers.”
In this presentation, I will explore some of the traditional repertoire that has been used for teaching French songs to classical singers and offer some alternatives for singers who are in the elementary or intermediate levels of voice study.
YouTube link: click here to watch
I am passionate about teaching young singers to sing in foreign languages! I believe I am successful in this pursuit not only because of my training, but because I am not worried about making mistakes. Language acquisition takes time and is messy! So is learning to sing in a different language. I want to see teachers take the plunge and have the confidence to teach a French song, even if they are not an “expert” in French language and diction. For this reason, I have completed IPA transcriptions of the French Songs in the 2019 RCM Voice Series Preparatory Book. I hope these transcriptions and recitations help teachers and students but also do not make them feel like they need to be “perfect.” Chantons en français!
French IPA Transcriptions of RCM Preparatory Songs: click here
When I first heard about the RCM Voice Syllabus, I jumped in enthusiastically not knowing how much it would impact my students, my teaching, or my business. Years later, I can confidently say that preparing students for RCM Exams has had a three-fold impact:
First, my students are technically better, more expressive singers, more knowledgeable of diverse repertoire and are better musicians
Second, my teaching is more efficient and personally fulfilling
Third, my private studio business is thriving because my students remain with me long term. Both students and parents recognize the benefit of the certificate program towards their musical development. Successful, fulfilled students translates into powerful advertising for your business
This week, I am going to explore how the RCM program has impacted my students.
The most obvious benefit of using the RCM Certificate was for my Elementary Level students-including both children and adult amateurs. Children in voice lessons need a lot of structure and the RCM program provides an appropriate framework. The varied, level and age appropriate repertoire encourages students to explore songs in foreign languages and develop expressive, engaged performances. My younger students are challenged by the musicianship skills which include: ear training and music literacy skills. By the time my students reached the high school level around Level 5, I noticed that my students stood out among their peers because of their technical abilities, musicianship skills, and most importantly, they were much better sight-readers.
My Intermediate Level students who a prepare Levels 5-8 are exposed to sophisticated repertoire from a variety of stylistic periods. They explore Baroque ornamentation, foreign language diction (French, German or Spanish) but can still explore a Musical Theatre option for the students choice which is excellent for my cross-over singers. Because the approach of the program is more inline with classical vocal production, it encourages students with more contemporary techniques to add more tools in their singer’s toolbox! But, it also supports the attraction to musical theatre that many adolescent singers possess.
Beginning at Level 5, the musicianship and ear training requirements challenge students to develop skills they normally would not encounter until the collegiate level. The requirements surpass what the students are normally exposed to at the traditional high school level. The RCM curriculum has helped set my students apart from their high-school level peers in terms of their musicianship skills. My students who have continued to study music either as a major or minor at the college level have expressed that the RCM prepared them very well for college level study and to be more competitive for audition choirs.
To conclude, the RCM Certificate Program provides an excellent structure for private music study. I believe it has helped my students explore more varied repertoire, encourage healthy vocal production and develop engaged, expressive performances. My students are excited to move through the levels both looking forward to new challenges and looking back to reflect on their progress- documented by through Practical Voice Exams. The students appreciate the official recognition they receive for their musical studies beginning at the very early stages.
There is a Free Webinar to learn about the new 2019 RCM Voice Series on Tuesday, May 14 from 1-2 PM ET. Click here for the link: https://prod.flowapp.com/s/Ltd5Ndz7c9?utm_campaign=website&utm_source=SG2125_May10_2019&utm_medium=email
The simple answer is: no. Students can start at any level, but if they are new to the program, a safe place to start is Level 4 or lower, especially if they are children. Here are some tips (based on my experience with RCM) to help you figure out where to start a student.
Overview
There are three main tiers:
Elementary: Prep-Level 4
Great place to start for any age. These are developmental levels that emphasize student performance over technique and tone quality. Students develop important foundations such as diction, vowel formation, intonation, rhythm, phrasing and the focus is on developing expressive performances.
Intermediate: Level 5-Level 8
At the Intermediate Level, students must take a Theory co-requisite, perform 4 or more songs and study a vocalize. The Technical Requirements become more complex. Students are required to perform one foreign language selection and are evaluated on tone quality in addition to basics from the Elementary Level.
Advanced: Levels 9-10 and ARCT
This is a more collegiate level of singing with co-requisites. The repertoire is much more sophisticated and requires advanced technique. Students perform a recitative as part of the exam.
Age of the student
The RCM Voice Syllabus is not designed to be age specific, but if you are teaching a young singer, consider the longer path ahead. The preparatory level is a great place to start for grades 2-4 (ages 10 and under). Consider Level 1 at grade 4, if they are more secure with musicianship skills, but Level 1 or 2 might also be appropriate for a student in Junior High. I prepared a third grade singer for Level 1. She is now in 6th grade and is doing Level 4. I may slow her down and stay in Levels 5 for the middle school years to allow her voice to mature, since in her specific case, the voice is very young.
I started a 6th grader in Level 1 since it was her first exam to give her a chance to develop musicianship skills. We skipped Level 2 and she is currently doing Level 3 as a 7th grader which is appropriate level for her vocally. Level 4 will be appropriate for 8th grade and she can decide if she will continue into the intermediate Level (5-8) in high school.
I currently have an 8th grader in Level 5 and this is an excellent place for her since she is an experienced musician and has strong keyboard skills.
The youngest Level 6 I have prepared is currently a high school freshman with a very mature voice. If she continues to take one exam per year, she could take Level 8 her Junior Year and Level 9 her senior year. Level 9 would be very challenging, and we may decide to spend two years preparing Level 8.
Musicianship
You may find that an older student benefits from starting at a level where they can handle the musicianship skills, even if their vocal abilities may be at a higher level. If you believe they may take future exams, start off at a lower level, establish the musicianships skills and advance as needed. In the end, you want your student to be successful and the musicianship skills can be challenging for some singers.
Adults
Level 3 is a great place to consider starting an adult singer who has some musical experience. You may find the repertoire in Levels 1-2 too juvenile for an adult, but if their musicianship skills are very weak, start lower and build. Consider starting with the technical exercises and ear training for level 1 with your adult student and observing how long it takes them to master some fo the skills for Level 1. This will help you determine where to start them. It is better to establish good foundations than jump to Levels with more sophisticated repertoire right away. You can also skip a Level and advance as needed.
There is no certification requirement to use the Voice Series, Voice Syllabus or prepare students for Voice Exams. When I began preparing students for exams, I was not a certified teacher. After preparing a number of successful Elementary exams and later Intermediate Level Exams, I was eligible to become a RCM Certified Teacher.
I love the perks of being a Certified Teacher. It helps recognize my experience and success with the RCM Program and there are WONDERFUL RESOURCES that I can use in my teaching. Certified teachers can participate in online training courses at no cost, have access to worksheets for students for theory and musicianship. Teachers also have access to teaching guides for RCM Voice Syllabus repertoire.
I regularly use the Theory Worksheets for all of my students. The Theory materials are great for all ages and levels.
Click here for the link to the RCM Teacher Certification page
What is in the RCM Voice Syllabus?
The Royal Conservatory of Music Certificate Program is a structured approach to music education in the private studio. There are syllabi for over 22 instruments. The Voice Syllabus structures musical and vocal development from early stages (a young child or complete adult beginner) through the advanced stages of vocal study. The Elementary and Intermediate Levels are EXCELLENT approaches for young singers studying in the private studio.
Elementary (Preparatory-Level 4)
Intermediate (Levels 5-8)
Advanced (Levels 9-10 and ARCT)
Each Level includes a variety of repertoire from the standard classical canon, modern arrangements of folk songs, and some songs specifically composed with young singers in mind.
Starting at Level 1, students study Technical Exercises and Musicianship skills
Technical Exercises
Intervals
Clapback
Sightreading
In higher Levels
Singback
Vocalise
Identifying chords
Identifying cadences
See the syllabus for a complete list of requirements
Where do I start?
Opening up the Royal Conservatory Voice Syllabus for the first time may be overwhelming. Where to start? Since most US voice teachers are not familiar the RCM structured approach, it will takes some time to understand the program as a holistic approach. But, it won’t take long!
Here are some ways to explore the syllabus for NEWBIES!
Explore the Syllabus. Browse through the repertoire for each Level making a note of repertoire that you know. Start with what you know and grow from there. The Resonance Series (Preparatory-Level 8) is an excellent resource, but the Voice Syllabus provides greater options. You might be surprised to find that Caro Mio Ben in Level 7! Note: The new 2019 Syllabus is coming out soon!
Teach your students the repertoire. If you teach primarily younger voices, focus on Preparatory-Level 5 for a start. If you are a college level teacher, Levels 5-10 provide a trove of excellent repertoire selections appropriate for variety of college level singers. Involve your students as you explore repertoire. This will help you gage students’ interest in the repertoire. Becoming familiar with the approach of Leveled repertoire will help you place students within the program (see my post Do you have to start at Level 1?) and pick repertoire that is appropriate for vocal abilities and musicianship.
Try different aspects of the program with your students. Not all of your students will be interested in preparing for a RCM Voice Exam. Consider incorporating some of the components with all of your students. Maybe you have a student who mainly wants to sing pop, rock and musical theater? A Vocalise or a folk song from one of the Levels might help her strengthen the soprano range. Technical exercises, intervals and or sight singing materials will help all students develop musicianship skills. Assign sight reading materials starting at Level 1 and work through the challenges with a student. This will help you develop strategies for teaching the RCM materials.
Start with ONE student. Pick one student that you believe is ready to prepare for a Voice Exam. Your student might actually take an exam (see link for exam centers in the US), or you could unofficially serve as the “mock examiner” and give the exam in your studio. Spend time exploring repertoire from list A, B and C and involve your student in the selection process. This will help you gage students’ interest in the repertoire. Make a note of how long it takes this student to master the repertoire, technical skills and musicianship skills. The more experience you have teaching the repertoire and skills, the more you will become a master of this program.
The 2012 syllabus is available online: https://files.rcmusic.com//sites/default/files/files/S35_Voice%20Syllabus_2013%20online_final_SECURED.pdf
The 2019 syllabus will be coming out soon!
Hello! I’m Tracey and thank you for visiting my Blog!
Who am I? I have been teaching privately for over 15 years and now have my own voice studio where I teach students ages 4-70+. Like many teachers out there, my path here was circuitous. I earned a DMA in Vocal Performance and Literature in 2008 from the University of Illinois and hoped to find a college teaching job…which never happened. It’s ok! VERY ok! I taught for local music schools, went to students’ homes and taught during the day at local high schools. I was not happy. My music books (that often fell in the snow and mud during daily voyages in suitcases or tubs ) weren’t happy. I lost 30% of my livelihood when a local arts center suddenly closed its doors in 2012. The choice had been made for me. RENT SPACE AND START YOUR OWN SCHOOL, DUMMY! I did it. I was poor for several years. I am no longer poor. I LOVE the freedom and flexibility of private teaching and the joy of teaching a wide variety of singers. I feel creative.
Why am I doing this? I wish I had more guidance and struture at the beginning of my teaching career. Honestly, during those early years, I felt like I was “winging it.” I’m not alone, right? I had good instincts. When presented with a more mature adolescent I knew exactly what to do. I taught a lot of musical theatre to young students. I lacked the knowledge of really knowing how to develop young singers. I was never trained in this and I was running on sheer creativity and good instincts. I’m guilty of teaching repertoire that was too difficult for a student because I didn’t know any better. There, I said it.
In 2012, I attend an informational meeting for the Carnegie Hall’s “The Achievement Program “ (PS that title is now defunct, it is now the Royal Conservatory of Music (RCM) Certificate Program). I welcomed the opportunity to learn about a more structured approach to teaching young singers. At the same time, a close friend of mine (the fabulous Dr. Victoria Holland) was training to become a RCM Examiner. She could help guide me. The timing was perfect. I took the plunge.
In 2012-2013, I prepared my first student for a RCM Exam. She was in 7th grade and in 2013 successfully completed a Level 2 Voice Exam. She later completed four more exams including two Theory Exams and a Level 7 Voice Exam during her senior year of high school. In 2019, I have 16 students (ages 10-35) performing Voice Exams from Level 2-Level 8. A fair number of those have taken 3 or more exams and I have prepared over 25 students for more than 60 exams. The RCM Certificate Program has reshaped my approach to teaching and my students LOVE it! My students sing better, are better musicians, and excel in their school music programs. They are excited to receive recognition and helpful feedback on their work and advance to new musical levels. Not all of my students prepare for exams, but I often use the repertoire and skills with students who don’t even realize it.
After preparing a number of student exams, I decided to become a RCM Certified Elementary Level Teacher and later, and a Certified Intermediate Level Teacher in Voice. I have written articles for the RCM Certified Teacher Portal on teaching repertoire and musical skills in the studio. I have served as a reader and contributor to the new 2019 Voice Syllabus.
I feel grateful to have found this program and had the opportunity to spend so much time with it. I am not affiliated with the RCM in any official sense. The purpose of this blog is to share information (based on my personal experiences with the Voice Syllabus) and to inspire other teachers in United States to:
Explore the RCM Voice Syllabus: click here for PDF
Incorporate repertoire from the RCM syllabus into their lessons (especially at the Elementary Levels Prep-Level 4)
Incorporate leveled instruction for ear training and musicianship into their voice lessons (The Full Voice Materials are aligned with RCM and also support these goals)
Prepare students for RCM Exams (RCM Exams)
Offer general good practices and creative ideas for teachers of young singers
The 2012 Voice Syllabus is a free resource (here it is again) to teachers and there is no cost for teachers to download it, use it, or prepare students for exams-if you choose to use it that way.
WATCH OUT, THE NEW 2019 VOICE SYLLABUS IS COMING SOON!
This seems like a no-brainer, right?
Please tell me what you’d like to know! I have blog posts planned ahead, but I’ll prioritize your requests!