VOCAL PEDAGOGY II - MUS 4541, 1 semester hour
Class meetings: Tues/Thurs 2:00-2:50 pm in ARTS 3.01.30F
Associate Professor John Nix, M.M., M.M.E., Cert. in Vocology
Office: ARTS 3.03.04; Phone: 458-5678; E-mail: john.nix@utsa.edu
Office hours: Tue 3-4 or Fri 11-12 or by appointment

GENERAL INFORMATION

In this course, you will have the opportunity to apply the principles which are the foundation of all teaching methodologies.  Principles learned in this class can be applied to both one-on-one teaching (singing lessons, vocal coaching) and group situations (class voice, choral music).  Through readings, class lectures and activities, homework assignments, lesson observations, and teaching in class, you will have the opportunity to explore the art and practice of teaching singing.

This class is designed to be the second course in a two course sequence.  The first course is a survey of voice anatomy, acoustics, physiology, hygiene and vocal development.  This semester’s course will cover such topics as repertoire selection for young singers, supervised teaching and applying vocal pedagogy principles to group settings, as well as introduce you to voice technology.

We will be reading from a variety of books and journal articles.  I will supply you with copies of all the journal articles.  Our textbooks (available at the campus bookstore) are:

1. Blades-Zeller, Elizabeth.  A Spectrum of Voices.  Scarecrow Press, 2002.

2. Doscher, Barbara.  From Studio to Stage: Repertoire for the Voice.  Edited and annotated by John Nix.  Scarecrow Press, 2002.

Strongly suggested, but not required, is:

3. Nair, Garyth.  Voice: Tradition and Technology.  Singular Press, 1999.

Articles will include:

A. Nix, John.  “Developing critical listening and observational skills in young voice teachers.”  Journal of Singing 59:1 (2002), 27-30.

B. Nix, John.  “How vocology study makes better voice teachers.”  Voice Talk 8:1 (2004).

C. Nix, John.  “Vowel modification revisited.”  Journal of Singing  61:2 (2004).

D. Nix, John.  “Criteria for selecting repertoire.”  Journal of Singing 58:3 (2002), 217-221.

E. Doscher, Barbara.  “Teaching singing.”  Quarterly Journal of Music Teaching and Learning 3:2 (1992), 61-66.

This course will require you to spend a good deal of time outside of class reading or observing other people teaching.  A general rule of thumb for upper level courses like this one is that you should plan on spending two hours studying and preparing outside of class for every hour that you spend in class.  This is not a class you can cram for.  Some of the reading may seem rather difficult, but we will spend a good deal of time in class going over what you have read.  If you don’t understand the reading at first, bring your concerns to class - others may have the same questions – or come see me during my office hours.  I have found that it takes several readings to absorb everything, so be patient!

PREREQUISITES

You must have had MUS 4531 or MUS 4532 to take this course.

ASSIGNMENTS

Readings: Readings will be assigned throughout the semester.  See the course schedule for each assignment.  Readings will help you prepare for in-class activities and discussions.

Tests (10%): We will have a take home final.  The final exam will be given out on the last day of class, and will be due no later than Thursday, May 11, at 10:30 am.  Exams will be turned into the main office and date stamped by the office staff.  Please mark this date and time on your calendars NOW. 

Observations (30%): You will be required to observe 6 lessons this semester.  See the separate sheet of instructions about these observations (attached with this syllabus).

In class teaching (40%): You will be required to teach two lessons in class (in front of your peers and the instructor) to a student either from your private studio (if you are already teaching) or a student that will be assigned to you (someone taking class voice with Dr. Burgess).  Each lesson will last 20 minutes, and should include some time spent on both technique and on the application of technique to music.   You will also turn in a lesson plan for each lesson.  You will receive a grade as well as constructive feedback on your teaching from your peers and from the instructor.

In class graded activity (4%): We will do one graded activity in class which will involve you observing and noting what you see and hear in viewing videotaped excerpts of singers.

Graded homework assignments: There will be three homework assignments, as noted in the class schedule.  #1 (4%) will be about vocalises, #2 (4%) will be a repertoire assignment, and #3 (3%) will be about group versus solo instruction.  Specific directions on each assignment will be given out during the course well in advance of each assignment’s due date.

GRADING

Participation:                              10%                                                                             

Take home test:                         10%

Observations:                            30% (5% each)

In class teaching:                       40% (20% each)

In class graded activity:               4%

Homework assignments: 11% (see detail on the percentages above)

Extra credit:                               extra lesson observations (in excess of the 6 you are required to do) may raise your final         grade up to 2% per hour lesson observed or 1% per half hour lesson observed.  

ATTENDANCE (10%)

Attendance is essential.  You are responsible for what goes on in class each day.  The participation portion of your grade will drop 10% for each absence after the first one.  You must be in class to participate.  Class starts on time and will go the full period.  We will also have some daily activities that will be part of your participation grade.

CONDUCT: Students in this course are expected to abide by the UTSA Student Code of Conduct.  Please be sure you have read this document (see Appendix B at www.utsa.edu/infoguide/appendices.cfm)

STUDENTS WITH DISABILITIES: UTSA does not discriminate on the basis of disability.  Special assistance is provided to students with disabilities through disability services.  See www.utsa.edu/infoguide/chap_2.cfm#disability for more information. 

CELL PHONES: Please turn your phone off for this class.  Your colleagues are not paying tuition to have their class disrupted by your phone call.  The same applies to text messaging, pagers, etc.  If your job requires you to wear a pager or phone, you must set it on vibrate and you must completely and quietly leave the room to answer it.

Please feel free to come by during my office hours if you have questions, or just want to “talk shop.” I look forward to working with each of you this semester! 

John Nix

CLASS MEETINGS AND TENTATIVE ASSIGNMENTS.  I reserve the right to adapt this schedule to best present the material and to best meet your needs in this course.

T 1/17        Intro to class.  Review syllabus.  All articles handed out.  Assignment: Purchase all books.  Read Article A by Nix.       

TH 1/19     Discuss article.  In-class listening activity.  Assignment: Read Blades-Zeller, vii-xv, 157-165.

T 1/24        Discuss reading.  In-class video observation activity.  Assignment: Read article B by Nix.            

TH 1/26     In-class GRADED activity on observation/listening.  Discuss article.  Assignment: Read Blades-Zeller, 127-137.

T 1/31        Discuss reading.  Discussion of vocalises and practicing.  Assignment: Read article C by Nix.    

TH 2/2       Discuss reading.  In-class activity with vocalizes.  Assignment of vocalizing homework handed out.  Assignment: Read Blades-   Zeller, 1-99.

T 2/7          Vocalizing homework due.  Discussion of assignment (after papers turned in!)  Assignment: be sure to finish Blades-Zeller 1-99. 

TH 2/9       Discuss reading.  Reminder about lesson observations.  Assignment: read article D by Nix; read preface and “how to use this book” in          Doscher text.  Bring Doscher text to class on Tues.

T 2/14        Discuss reading – perhaps a soprano in class can sing “Deh, vieni” (?)  In-class activity using the indexes in the repertoire book.

TH 2/16     First 2 observations due.  In-class repertoire activity with Messiah aria. 

T 2/21        Repertoire assignment handed out.  Review expectations for in-class lessons.  Assignment: Read Blades-Zeller, 101-127.

TH 2/23     Discuss reading.  Catch up on topics covered to date.  Set individual appointments for discussing students. 

T 2/28        Rep assignment due.  No formal class meeting (individual appointments instead with Nix to discuss your students).  You may let me             preview your lesson plans at this meeting.

TH 3/2       In-class lessons.  Assignment: Read article E by Doscher.

T 3/7          In-class lessons. 

TH 3/9       In-class lessons.

T 3/21        Welcome back from Spring break!  Discuss article by Doscher.  Recap lessons.  Assignment: one page brainstorming of differences            between solo and group teaching.

TH 3/23     Assignment due.  Discuss choral, class voice and studio class versus individual lessons.  Short presentation by Nix on choral rep selection.

T 3/28        Second set of 2 observations due.  No Class (Nix will be in Austin presenting at MTNA conference). 

TH 3/30     Problem solving in the studio and in group settings.

T 4/4          In-class activity on problem solving.

TH 4/6       Intro to technology and voice teaching.

T 4/11        Exploration of Voce Vista and Electroglottogram.  Assignment: read Blades-Zeller, 137-157. 

TH 4/13     Discussion on coaching repertoire.  Assignment: Read Blades-Zeller, 195-231.

T 4/18        Putting it all together – teaching as a career.

TH 4/20     No formal class meeting.  Individual appointments with Nix to discuss students.  Bring your lesson plans to your appointments.

T 4/25        In-class teaching.

TH 4/27     Final set of 2 observations due.  In-class teaching.

T 5/2          In-class teaching.  Take home final handed out.

Final due Thursday, May 11, 10:30 am, in the music office.  Must be date-stamped by Naomy or Steven.