Peggy, Peggy,
Thanks for your comments. I have written a few responses below.
First, I personally don't like the low-larynx requirement. You can and probably have read past discussions, and I'm of the view that the larynx is best left to its own devices, because forcing the larynx down is as bad as allowing it to rise. I've always personally dealt with this by thinking a general "down" feeling from the jaw down, which gets at jaw relaxation, low breath and avoiding a high larynx.
That's perfectly fine. I am well-aware that not everyone agrees with laryngeal issues. Just know that I also believe that the larynx should not be forced down. Lowering the jaw generally does lower the larynx. I tell my students there are two ways to lower the larynx...one is "tight" feeling, and the other is more "relaxed." We strive for the relaxed one.
Second, the stuff you initially listed says nothing about artistry and musicianship. Nothing about languages and diction (including English diction). Accuracy in notes and rhythms (some folks make gorgeous sounds but can't make an accurate entrance with an accompanist to save their life). Memorization. The effort and time the student puts into his/her voice studies.
I probably didn't make it clear in my first post, but this is a first draft of this list. And, I am searching for other ideas that can be quantified to add to it. Good pronunciation of language and rhythm are two of those that I can add. Thanks! As I was originally thinking about this "list", I was mostly thinking of physical, or technical skills. However, memorization certainly is objective. I already try to keep track of how much my students practice. Of course, sometimes they lie about that, but it's usually quite obvious when they do.
Third, and this is just my personal view, because you're the professor and I'm not, as a student, I want to be dealt with as an individual, with individual strengths and weaknesses to be evaluated in terms of the whole student - not some arbitrary if well-meaning formula. Sorry - I'm not an engineering or math problem to be solved by the teacher. I think a student's progress should be the major basis for the grade, i.e., how far the singer has progressed from the last time a grade was given).
I agree that there needs to be an area in grading for the progress of the particular student (I think some test makers call it "non-normative" grading), but I don't think that should be all. The problem I see is that some teachers might give a particular student an "A" while three other teachers might give that same student a "B" or a "C". I would like to be as objective as I can...of course, I realize that there are things that will be subjective, no matter how "objective" I try to be. That is the reason there are no artistry issues on my list. I guess I should explain that this wouldn't be the sole factor in determining a student's grade, but only a portion of it.
Thanks for taking the time to share your thoughts. They are very valuable to me!
David Grogan East Texas Baptist University Marshall, Texas
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