I hope my last entry was coherent. It's just important for me to prioritize better than I have been. Everything cannot be a priority.
Today my teacher gave me the approval of my thesis. I e-mailed my committee the proposal for a review and I will give it to my teacher later today for signatures.
Whew!
Friday, August 31, 2012
Priorities?
I did a little conducting tonight. I need to practice. It's really rough. I have been so busy with everything, I have not had time to conduct. Well, it's time to determine priorities. I have a pretty intense thesis project report proposal deadline that I have been focusing on. Actually, I have only one real issue with this process so far... I had written my thesis proposal two weeks ago. I was ready for people to look at it. I asked to get started on it so I didn't have to revise my proposal "last minute." But my teacher just looked at it for the first time Wednesday and I had pretty extensive revisions on my proposal today (although no worries- it's a very solid proposal. I just cut out some of the filler stuff. Otherwise known as "BS"). And he will do more revisions (or tell me if it's a go). My goal was to put it in one of the mailboxes of my committee members tomorrow, since all three have to sign it at the beginning of next week. They have to sign it so I can get a code to register for two thesis writing credits. It's confusing. And a little stressful. I would much rather have a heavier load this semester and a lighter load next semester during my recital preparations.
At any rate, I have been so busy with thesis proposal and trying to make sure I'm on top of things- I'm not really sure how I am going to give 110% to all my classes.
But tonight I had a thought: I shouldn't give 110% to all my classes. It's really impossible. I want to do well and I want to learn, but I need to let things go a little bit. My priorities are not German diction and orchestral conducting. But still, it's difficult to allow myself a more relaxed approach to those classes.
When I get nervous, sometimes I put a little hitch in my gesture. That's a bad habit of mine.
Tomorrow is Friday and I have decided that on days that I don't have late classes, I will start my day "early" (8 AM-ish). This means by 8 I should be doing school related activities. However, it also means I should be done by dinner time as long as I put in a solid day. The only time I will let myself work into the evening after a full day of focus will be if I need to conduct yet or if I have an important deadline or unexpected thing that came up.
The reason all of this came up tonight is because today was a stressful day. I worked almost straight through and didn't get everything accomplished that I wanted to.
Here is what I wanted to get done today: Finish score study of Elijah, review my thesis proposal to submit it to my teacher, German diction homework, start analysis of orchestral conducting pieces, warm-up and run through Chamber music, pick up some scores from the library, practice piano, practice conducting, print off needed documents and get it to said people (teacher, mainly), do some prep for women's chorus, and then go to choir rehearsal at 1. Needless to say I only finished score study (which two and a half hours!), reviewed thesis (twice- once after teacher's revisions), and went to choir rehearsal.
Nobody has enough time in the day to do all that at 110%. Everyday there are certain things I want to do (warm-up, conduct, review women's choir music). But after that? This is where the priority discussion with myself happens. Which I am thinking about tonight. After this post. And after we finish listening to the Avett Brothers' new album.
At any rate, I have been so busy with thesis proposal and trying to make sure I'm on top of things- I'm not really sure how I am going to give 110% to all my classes.
But tonight I had a thought: I shouldn't give 110% to all my classes. It's really impossible. I want to do well and I want to learn, but I need to let things go a little bit. My priorities are not German diction and orchestral conducting. But still, it's difficult to allow myself a more relaxed approach to those classes.
When I get nervous, sometimes I put a little hitch in my gesture. That's a bad habit of mine.
Tomorrow is Friday and I have decided that on days that I don't have late classes, I will start my day "early" (8 AM-ish). This means by 8 I should be doing school related activities. However, it also means I should be done by dinner time as long as I put in a solid day. The only time I will let myself work into the evening after a full day of focus will be if I need to conduct yet or if I have an important deadline or unexpected thing that came up.
The reason all of this came up tonight is because today was a stressful day. I worked almost straight through and didn't get everything accomplished that I wanted to.
Here is what I wanted to get done today: Finish score study of Elijah, review my thesis proposal to submit it to my teacher, German diction homework, start analysis of orchestral conducting pieces, warm-up and run through Chamber music, pick up some scores from the library, practice piano, practice conducting, print off needed documents and get it to said people (teacher, mainly), do some prep for women's chorus, and then go to choir rehearsal at 1. Needless to say I only finished score study (which two and a half hours!), reviewed thesis (twice- once after teacher's revisions), and went to choir rehearsal.
Nobody has enough time in the day to do all that at 110%. Everyday there are certain things I want to do (warm-up, conduct, review women's choir music). But after that? This is where the priority discussion with myself happens. Which I am thinking about tonight. After this post. And after we finish listening to the Avett Brothers' new album.
Thursday, August 30, 2012
University Teaching
I have always wanted to teach at the collegiate level.
I have also always given myself liberty to change my mind.
However, teaching at the university level is something I have always wanted to do. In undergrad I discovered that I enjoyed really teaching and... lo and behold- I was good at it! I had a conversation with my mentor from undergraduate, Sandra Peter, my junior year of college. I will always remember that conversation. We were discussing my future- and I stated that I wanted to teach at a college, but that I felt guilty because I really wanted to make a difference in education... and I felt that if I was a good teacher, shouldn't I be teaching high school? After all, college kids can have some pretty rotten teachers and they end up still learning a lot. Sandra and I were walking down the hall. At this point, she stopped, turned to me and with a very serious voice said, "Shannon, college students need good teachers. Not just to learn, but to be shown an example of what good teaching is." That is when the idea first entered my head that my teaching skills might be useful at the collegiate level. I can have a positive effect on the future of education.
And that is one of many, many reasons I am pursing this path.
Monday, August 27, 2012
Ensemble
At the encouragement of my wonderful mother-in-law, I am going to give a briefing about the group I will be singing with this semester.
Last year I sang with University, which was fine. It's the large auditioned group and consists of many music majors, although maybe of them are young (18-22ish). It was a nice group to sing with but it was a little boring and the pace was very slow.
This year I will be singing with Chamber Choir, which is what it says it is- a chamber group of about 32 singers. Some of the singers also sing in University. Some sing in the jazz groups, some sing with some other group. At any rate, I am really excited about the Chamber Choir. Most of the singers are vocal performance majors and many are older than the traditional undergraduate. There are also a handful of graduate students. Chamber is a larger time commitment. The music is normally of higher difficulty level and the pace is faster. There is more music and I am more personally responsible for my part. With 8 people on the alto part and 4 if we divide into 8 parts, I will really enjoy the added focus. We have a three day retreat in September and a week long tour in January. There will be other weekends and added dates that I will get tomorrow (during choir from our syllabus).
The audition consisted of (and I find this interesting): An aria, some sight reading, and singing through the French choral piece given to us. I auditioned on alto.
As I left, my teacher told me I would be joining them later at the call backs.
At call backs (and this was the really interesting part), we warmed up by sight reading a piece we didn't know. Then each section came up front. At this point, each individual in the section sang "Row Row Row Your Boat" so my teacher could voice the singers and put them next to voices that made sense. Then we divided up into our first and second sections (with me in alto 1), excellent! We sang in a circle. We also sang in mixed formation (at this point we were singing the French piece). He had a few people stop singing and then start singing.
Afterwards, we received an e-mail with the list of singers who would be singing with Chamber. And we start on Monday.
Last year I sang with University, which was fine. It's the large auditioned group and consists of many music majors, although maybe of them are young (18-22ish). It was a nice group to sing with but it was a little boring and the pace was very slow.
This year I will be singing with Chamber Choir, which is what it says it is- a chamber group of about 32 singers. Some of the singers also sing in University. Some sing in the jazz groups, some sing with some other group. At any rate, I am really excited about the Chamber Choir. Most of the singers are vocal performance majors and many are older than the traditional undergraduate. There are also a handful of graduate students. Chamber is a larger time commitment. The music is normally of higher difficulty level and the pace is faster. There is more music and I am more personally responsible for my part. With 8 people on the alto part and 4 if we divide into 8 parts, I will really enjoy the added focus. We have a three day retreat in September and a week long tour in January. There will be other weekends and added dates that I will get tomorrow (during choir from our syllabus).
The audition consisted of (and I find this interesting): An aria, some sight reading, and singing through the French choral piece given to us. I auditioned on alto.
As I left, my teacher told me I would be joining them later at the call backs.
At call backs (and this was the really interesting part), we warmed up by sight reading a piece we didn't know. Then each section came up front. At this point, each individual in the section sang "Row Row Row Your Boat" so my teacher could voice the singers and put them next to voices that made sense. Then we divided up into our first and second sections (with me in alto 1), excellent! We sang in a circle. We also sang in mixed formation (at this point we were singing the French piece). He had a few people stop singing and then start singing.
Afterwards, we received an e-mail with the list of singers who would be singing with Chamber. And we start on Monday.
Saturday, August 25, 2012
Fall 2012 Semester Goals
I think it is good to set goals. I also think it is important to set a schedule. Going to graduate school, I can understand how it would be easy to do very little. I mean, the schedule is flexible and one must be pretty motivated to get things done. For example, writing a thesis? I know people that have taken years to write their thesis. Because a class gives you a schedule and deadlines, but writing your thesis? You take credits, not classes, for that. Technically you have a schedule, but if you miss a deadline, you just push it off until next semester.
Needless to say, I believe in not only setting schedules but also goals for myself. I run the risk of becoming a little crazy when I set goals. If I do not reach a goal or meet a deadline I set for myself, I am very disappointed (to put it mildly). However, I will continue to set goals and hope that my good sense tames any potential disappointment if I do not reach a goal. I think of it this way: When a friend sets a goal, I want to encourage them. However, I will also encourage them to keep a missed goal in perspective: Was the goal too lofty? Did they make progress to their goal? Reviewing their time spent and their future time, what is a reasonable goal? And lastly, how detrimental is it REALLY if they missed their self-proposed deadline? Will it affect their school, their family, their job? More often than not, it will not have an affect anyone but themselves.
With that in mind, here are a few goals of mine for this semester.
Thesis:
- Set a schedule to research. This will be Tuesdays or Thursdays... or both, depending on if I sing with University this year.
- Work with my teacher early on in the school year and get a clear idea of what he would like to see in my thesis. And then take my excitement, my ideas, and write the best thesis rough draft possible.
- Register for two credits of thesis writing. I put this goal down because it's an early one I can check off.
Learning:
- Other than a German diction class (which will be fairly easy), my entire semester is either conducting or singing. I may never have an opportunity like this again. Use it wisely. Get sleep when I need it, take care of my voice, be all-encompassing about my idea of "practicing". Practicing conducting doesn't include just waving my arms, but also listening, watching others conduct (YouTube is a wonderful resource), hearing it in my head, marking my score, understanding the form/structure of the piece and do a useful analysis, and allowing myself to be musical. Practicing singing does not just include practicing using my voice, but also correct diction (John will be an invaluable resource, as his French is much better than mine), rhythm, listening to recordings, deciding what I would like to do, and allowing myself to warm-up on days I am not sure I have time to practice.
- I have 3 colleagues this year who are conducting students with me. I plan on using them.
- Finish studying the choral master works. I can review them starting Winterbreak, but I need to study the rest of them now. I will be gone in January on a choir tour for a week, but even January should provide some great study time.
Time efficiency:
- When I need to do work, I will do work. When I am at school, I will be focused. However, when I need a break, I will take one and not feel guilty. When I am at home, I will do work when I need to, but I will allow myself to recognize when I do not need to spend more time on work.
Women's Chorus:
- Prep for my recital now.
- Understand the pieces thoroughly before we rehearse them. Know what I want NOW instead of developing it over the next few weeks (although I give myself the liberty to change my mind as the process moves forward).
- Encourage the women to focus and use the full body of their voice while singing smartly (healthily).
- Explore the colors and styles of singing appropriate to each piece we sing.
I think these goals are all reasonable. I am also sure that I have forgotten some important ones. I am feeling ready for a good, productive semester.
The Friday Before School
Today was a good day for multiple reasons. And the bad things about the day may work themselves out.
1) We only get 1 credit lessons for sure. We were told no voice lessons, however, my teacher is going to submit our names for 1 credit voice lessons and see if it goes through. It doesn't hurt to try.
2) I have a bit to do yet on Monday, but I have gotten a bit done today, including folder stuffing. Now all I need to do is print off sight reading and syllabi for my ladies.
3) I have very few people signed up for Women's Choir, however, I know that many have not signed up yet. The credit cap was lifted and tonight I sent out e-mails to the women who did not register this year who did last year. And a few of the undergraduates, when seeing a few of the music selections for the Women's Choir, became really excited.
4) My audition for Chamber went well. I sang In Uomini well (we can always find things wrong with our performances, can't we?). My sight reading was sub par from my normal ability and my French was not great one the choral piece, but over all it was solid.
5) I hung out with one of the new graduate students. Her and I get along famously and I think I will thoroughly enjoy learning with her and singing with her.
6) I did not finish making sure all of the Chamber Choir folders were ready, but I will be doing that on Monday, especially seeing as I am singing in Chamber.
7) I am excited to be singing with Chamber. I tend to connect with the people in there well and I look forward to the faster pace.
8) And lastly, John and I went out for a drink in celebration. And then we watched the first episode of Season 10 (Stargate SG-1).
I am feeling excited (although not completely ready) for the upcoming school year. We're getting there.
1) We only get 1 credit lessons for sure. We were told no voice lessons, however, my teacher is going to submit our names for 1 credit voice lessons and see if it goes through. It doesn't hurt to try.
2) I have a bit to do yet on Monday, but I have gotten a bit done today, including folder stuffing. Now all I need to do is print off sight reading and syllabi for my ladies.
3) I have very few people signed up for Women's Choir, however, I know that many have not signed up yet. The credit cap was lifted and tonight I sent out e-mails to the women who did not register this year who did last year. And a few of the undergraduates, when seeing a few of the music selections for the Women's Choir, became really excited.
4) My audition for Chamber went well. I sang In Uomini well (we can always find things wrong with our performances, can't we?). My sight reading was sub par from my normal ability and my French was not great one the choral piece, but over all it was solid.
5) I hung out with one of the new graduate students. Her and I get along famously and I think I will thoroughly enjoy learning with her and singing with her.
6) I did not finish making sure all of the Chamber Choir folders were ready, but I will be doing that on Monday, especially seeing as I am singing in Chamber.
7) I am excited to be singing with Chamber. I tend to connect with the people in there well and I look forward to the faster pace.
8) And lastly, John and I went out for a drink in celebration. And then we watched the first episode of Season 10 (Stargate SG-1).
I am feeling excited (although not completely ready) for the upcoming school year. We're getting there.
Thursday, August 23, 2012
E and C Visit
The past 5 days have been awesome. Casey and Elizabeth came for a visit and I couldn't have been more thrilled. It was a blast. The four of us did some typical "Californian" things, and it was great! They got here Friday and we took them to our favorite Mexican restaurant. We were debating the merits of two particular Mexican restaurants, both of which we like. However, our experience Friday evening was amazing and the food was so unbelievably tasty. After thinking about it, I knew (without trying the other place again) my favorite Mexican restaurant was Coco Renos. Then we grabbed a drink at a local microbrewery.
Saturday we went to the beach. And it was amazing. We grabbed water, blankets, towels, sunscreen, threw it in bags, and jumped on the bus down to a beautiful beach. We jumped in the waves, laid in the sun, and then went and ate a really tasty burger. That evening we went to the Yard house, a bar near the water, and hung out while drinking tasty beverages. Sunday we relaxed in the morning and then went to Los Angeles in the afternoon for sushi and gourmet desserts. That evening we went to a dueling piano bar- and it was loads of fun, requesting songs and singing quite loudly. It was busier than normal, but entertaining. Monday we went wine tasting and that was a great day of doing "California" type things. It was unlike anything I have ever done- I am not a big fan of wine. But I discovered that even I can think chocolate wines are too rich. I really enjoyed the champagnes we tasted. It was interesting to watch the other three determine what they thought of the wine and why. Monday night we went out to the other Mexican restaurant and had a subpar experience, so there was really no contest between the two restaurants.
Yesterday (Tuesday) Casey and Elizabeth got a nail in their car tire and we realized the guys may have had fleas. So they fixed their car, John did 7 loads of laundry, I had to go to school to put up fliers and take care of some administrative stuff, and then we bug blasted the apartment (and vacuumed many times). We went to a local coffee shop and played bridge. When the coffee place closed, we came back to our apartment, drank wine, ate ice cream and chips, and played more bridge. It was indulgent and huge amounts of fun. I was partners with John most of the time, but we switched and I was partners with Elizabeth. We crushed the guys, but we also had really great cards. It was nice to be able to talk about bridge as we were going since we are all still learning.
This morning Elizabeth and Casey left, and I jumped into school stuff. But more on that later.
Saturday we went to the beach. And it was amazing. We grabbed water, blankets, towels, sunscreen, threw it in bags, and jumped on the bus down to a beautiful beach. We jumped in the waves, laid in the sun, and then went and ate a really tasty burger. That evening we went to the Yard house, a bar near the water, and hung out while drinking tasty beverages. Sunday we relaxed in the morning and then went to Los Angeles in the afternoon for sushi and gourmet desserts. That evening we went to a dueling piano bar- and it was loads of fun, requesting songs and singing quite loudly. It was busier than normal, but entertaining. Monday we went wine tasting and that was a great day of doing "California" type things. It was unlike anything I have ever done- I am not a big fan of wine. But I discovered that even I can think chocolate wines are too rich. I really enjoyed the champagnes we tasted. It was interesting to watch the other three determine what they thought of the wine and why. Monday night we went out to the other Mexican restaurant and had a subpar experience, so there was really no contest between the two restaurants.
Yesterday (Tuesday) Casey and Elizabeth got a nail in their car tire and we realized the guys may have had fleas. So they fixed their car, John did 7 loads of laundry, I had to go to school to put up fliers and take care of some administrative stuff, and then we bug blasted the apartment (and vacuumed many times). We went to a local coffee shop and played bridge. When the coffee place closed, we came back to our apartment, drank wine, ate ice cream and chips, and played more bridge. It was indulgent and huge amounts of fun. I was partners with John most of the time, but we switched and I was partners with Elizabeth. We crushed the guys, but we also had really great cards. It was nice to be able to talk about bridge as we were going since we are all still learning.
This morning Elizabeth and Casey left, and I jumped into school stuff. But more on that later.
Sunday, August 19, 2012
Beach Fun
Yesterday was a blast. Casey and Elizabeth (Brother-and-sister-in-law) are visiting. We jumped on a bus down to Huntington Beach and spent the afternoon splashing in the waves and enjoying the sun. It was amazing. One of my favorite things is to jump when a large wave rolls over and it carries me towards the shore!
Beautiful, beautiful day.
Beautiful, beautiful day.
Thursday, August 16, 2012
Thesis Credits
This morning I went to school and spent a couple hours looking through music. I am now about to sit at the piano and play through the music... and when an hour or two is up, I hope to have the music for this semester chosen. We'll see if I can make it happen!
In other (quick) news, I can still register for thesis writing credits, but I won't "form a committee" officially until week 8 of this semester. Then I will officially submit my proposal and advance to candidacy.
Sometimes following protocol is dumb. I'm hoping my teacher will still look over my proposal.
Edit: I have finished going through the music I pulled today. I think I have my fall concert music picked out... with a few (5?) extra songs as "maybes" and "if we have time". I have songs for Winterfest picked out with one "if we fit it in" and "if our special song falls through". The special song will be explained later.
I am so thrilled with the music selections. But I still am thinking about moving around my fall concert pieces. There are so many good octavos out there!
Wednesday, August 15, 2012
Thesis... and Go.
My master thesis is a go... at least verbally a "go" from my teacher.
Today I finished up writing a rough draft of my thesis proposal, tidied up my outline, and reached the magically 30 number- the number of resources I have to prove it's a viable topic.
Other than conducting tomorrow, I will finish picking out music (hopefully) for the two women's choir concerts first semester.
Today I finished up writing a rough draft of my thesis proposal, tidied up my outline, and reached the magically 30 number- the number of resources I have to prove it's a viable topic.
Other than conducting tomorrow, I will finish picking out music (hopefully) for the two women's choir concerts first semester.
Tuesday, August 14, 2012
Lesson Cut Back
Today I found that I am not able to register for two credits of conducting. I can not. It's not in our curriculum. It has not been approved by the VP of graduate studies. And it's not a part of the state paid lesson budget.
I'm sure I could probably pay for a credit of lessons. Maybe I should ask.
This is extremely irritating. I chose this school for a few reasons: 1) More money for scholarships since there is a smaller grad program (found out last semester that grad students don't get scholarships), 2) a chance to have my own choir, 3) to study with my teacher, and 4) to get individual lessons. So as a graduate student in a small program, I only get an hour of conducting lessons every other week?
Some may argue that I wouldn't get any lessons at larger schools. Well, I didn't apply to those, nor would I have considered going to a school that didn't give one-on-one lessons. But here is what we don't get at my school that is a large deficiency: Classes geared specifically toward graduate students (I share ALL my classes, with the exception of two from first semester, with undergraduates). And choral literature classes. Instead, I am given a list of masterworks to know. At the end of my time here, I will be tested to make sure I know all the masterworks. So I am studying these things on my own and hoping I am picking up on the right stuff.
What amazes me is that the undergraduates at the school don't seem to know what a terrible deal they are getting. Credit cap at 13 units? Sure, they complain but don't do anything else about it. But this is their education. And this is my education and I refuse to let it go. I will talk to my teacher and I will push the issue of getting an hour lesson a week. We are paying too much money to let the schooling be subpar. And the faculty should not be okay with this either. Shame on the students, shame on the faculty. And more over, shame on the state of California.
I don't know what the financials are of my school, although I can safely assume that this stems not from their misdeeds, but the state of California's misdeeds.
This is me... angry.
I'm sure I could probably pay for a credit of lessons. Maybe I should ask.
This is extremely irritating. I chose this school for a few reasons: 1) More money for scholarships since there is a smaller grad program (found out last semester that grad students don't get scholarships), 2) a chance to have my own choir, 3) to study with my teacher, and 4) to get individual lessons. So as a graduate student in a small program, I only get an hour of conducting lessons every other week?
Some may argue that I wouldn't get any lessons at larger schools. Well, I didn't apply to those, nor would I have considered going to a school that didn't give one-on-one lessons. But here is what we don't get at my school that is a large deficiency: Classes geared specifically toward graduate students (I share ALL my classes, with the exception of two from first semester, with undergraduates). And choral literature classes. Instead, I am given a list of masterworks to know. At the end of my time here, I will be tested to make sure I know all the masterworks. So I am studying these things on my own and hoping I am picking up on the right stuff.
What amazes me is that the undergraduates at the school don't seem to know what a terrible deal they are getting. Credit cap at 13 units? Sure, they complain but don't do anything else about it. But this is their education. And this is my education and I refuse to let it go. I will talk to my teacher and I will push the issue of getting an hour lesson a week. We are paying too much money to let the schooling be subpar. And the faculty should not be okay with this either. Shame on the students, shame on the faculty. And more over, shame on the state of California.
I don't know what the financials are of my school, although I can safely assume that this stems not from their misdeeds, but the state of California's misdeeds.
This is me... angry.
Monday, August 13, 2012
Rep for the Year
Today I will change my last name on school records, both academic and employment. Very excited!
I am having a difficult time deciding on choral rep for concerts this year. It's just that I feel so much is riding on these concerts- recruitment for future choirs, videos for DMA applications, recitals. Many songs I am looking at are wonderful, but putting together a program is difficult. And I don't know what kind of money we have in our budget for music. I meet with my teacher tomorrow, so I'll try to remember to ask. I hope to spend some time with rep today and make some decisions.
This morning listening to: "A Child of our Times" by Michael Tippett.
I am having a difficult time deciding on choral rep for concerts this year. It's just that I feel so much is riding on these concerts- recruitment for future choirs, videos for DMA applications, recitals. Many songs I am looking at are wonderful, but putting together a program is difficult. And I don't know what kind of money we have in our budget for music. I meet with my teacher tomorrow, so I'll try to remember to ask. I hope to spend some time with rep today and make some decisions.
This morning listening to: "A Child of our Times" by Michael Tippett.
Friday, August 10, 2012
Home in the Evening
I am very blessed to enjoy such beauty.
Tomorrow morning I am going to try to expand my new thesis idea into a real proposal (from a paragraph to 2-3 pages).
Tomorrow morning I am going to try to expand my new thesis idea into a real proposal (from a paragraph to 2-3 pages).
Tuesday, August 7, 2012
Thesis Trickery
I have been thinking a lot about my master thesis.
At the end of the previous school year, I was set on writing my master thesis about a woman named Barbara Strozzi. Now, I would not write it about her, but her music. Specifically it would comment on a piece of hers. And that piece would serve as an example accessibility of early music.
I love early music. I find it to be very accessible in many situations. The piece I found of hers was somewhat accessible, as long as not all parts are sung by the choir (a duet at the beginning would be a great addition). It's only three minutes long.
Since the end of the previous school year, I have felt some doubts as to this thesis topic. I find Strozzi fascinating, but I also understand that I should focus on the music, not the composer. As much as I would love to write a thesis about her role as a woman composer, that does not really line up with my degree, which is in conducting. I could comment on her role as an early woman composer, but it wouldn't be the main focus of my thesis. Plus, not all of her music is accessible. One has to sift through her other music (which is captivating, by the way) to find the accessible pieces, and I think this could be a point in my thesis (what makes it an accessible piece, what to look for and what to avoid, what logistical and musical concerns there may be). Maybe this is how it goes with many early woman composers? Many wrote for their own voice, so pieces tend to be based on solo voices than a group of people singing one or two parts.
The other option is to write a thesis on a piece written by Brahms. I found two pieces I enjoy- Opus 17 and Opus 44. I would rather have my women's choir sing Opus 44, plus it was written somewhat close to the German Requiem. The 12 Lieder and Romances were written after Schumann died but before his mother, so it may make for an interesting analysis. Or not. Opus 17 was also written near the same time (both were written for female chorus). The 4 Songs (for two harps and two french horns, plus SSA chorus) are beautiful. The 12 Lieder are a little more demanding (4 part and a cappella).
I am not sure which is the best route. I have already done much research on Strozzi and I love early music. I also love Brahms, but have done no research. I think Strozzi will be a harder sell to my teacher, but the other two people I want on my committee both are early music scholars. I think adding to the field of early music will contribute to the early music field, but I could be very specific if I went with a Brahms thesis- I couldn't find any dissertations or thesis writings about either of those two women pieces. It would be more specific, so maybe less applicable. Brahms is free off of IMSLP. Strozzi would be free if I put together a performance edition, but I don't know if I trust my skill at transcribing anymore, plus I'm worried about the additional time it would take because- what if I really remember nothing about transcribing? There is one performance edition out there, I believe, which I could probably use, but I may not like it and it's not free. Then there are the questions about which one would contribute more to the field and which one would look better on my future applications for jobs.
I find both of them very interesting, although I do fear that both will end up being incredibly boring to other people and therefore useless.
I need to have a discussion with my teacher about his thoughts... and with my graduate advisor. I need to put together my thesis proposal before the second week of school so I can register to write my thesis. Time will be a LOT more crunched if I do the Brahms, but I don't want that to be an excuse to not do it.
I also wouldn't mind using one of the topics to put together an article for the Choral Journal. Speaking of which, it seems as though I might be able to write repertoire reviews for the Choral Journal! That's exciting, too. I heard back from the guy in charge of reviews and he said he would be sending me some rep to review shortly.
At the end of the previous school year, I was set on writing my master thesis about a woman named Barbara Strozzi. Now, I would not write it about her, but her music. Specifically it would comment on a piece of hers. And that piece would serve as an example accessibility of early music.
I love early music. I find it to be very accessible in many situations. The piece I found of hers was somewhat accessible, as long as not all parts are sung by the choir (a duet at the beginning would be a great addition). It's only three minutes long.
Since the end of the previous school year, I have felt some doubts as to this thesis topic. I find Strozzi fascinating, but I also understand that I should focus on the music, not the composer. As much as I would love to write a thesis about her role as a woman composer, that does not really line up with my degree, which is in conducting. I could comment on her role as an early woman composer, but it wouldn't be the main focus of my thesis. Plus, not all of her music is accessible. One has to sift through her other music (which is captivating, by the way) to find the accessible pieces, and I think this could be a point in my thesis (what makes it an accessible piece, what to look for and what to avoid, what logistical and musical concerns there may be). Maybe this is how it goes with many early woman composers? Many wrote for their own voice, so pieces tend to be based on solo voices than a group of people singing one or two parts.
The other option is to write a thesis on a piece written by Brahms. I found two pieces I enjoy- Opus 17 and Opus 44. I would rather have my women's choir sing Opus 44, plus it was written somewhat close to the German Requiem. The 12 Lieder and Romances were written after Schumann died but before his mother, so it may make for an interesting analysis. Or not. Opus 17 was also written near the same time (both were written for female chorus). The 4 Songs (for two harps and two french horns, plus SSA chorus) are beautiful. The 12 Lieder are a little more demanding (4 part and a cappella).
I am not sure which is the best route. I have already done much research on Strozzi and I love early music. I also love Brahms, but have done no research. I think Strozzi will be a harder sell to my teacher, but the other two people I want on my committee both are early music scholars. I think adding to the field of early music will contribute to the early music field, but I could be very specific if I went with a Brahms thesis- I couldn't find any dissertations or thesis writings about either of those two women pieces. It would be more specific, so maybe less applicable. Brahms is free off of IMSLP. Strozzi would be free if I put together a performance edition, but I don't know if I trust my skill at transcribing anymore, plus I'm worried about the additional time it would take because- what if I really remember nothing about transcribing? There is one performance edition out there, I believe, which I could probably use, but I may not like it and it's not free. Then there are the questions about which one would contribute more to the field and which one would look better on my future applications for jobs.
I find both of them very interesting, although I do fear that both will end up being incredibly boring to other people and therefore useless.
I need to have a discussion with my teacher about his thoughts... and with my graduate advisor. I need to put together my thesis proposal before the second week of school so I can register to write my thesis. Time will be a LOT more crunched if I do the Brahms, but I don't want that to be an excuse to not do it.
I also wouldn't mind using one of the topics to put together an article for the Choral Journal. Speaking of which, it seems as though I might be able to write repertoire reviews for the Choral Journal! That's exciting, too. I heard back from the guy in charge of reviews and he said he would be sending me some rep to review shortly.
Two Inspirations
Today I was reading a part of the Choral Journal. And I was inspired. Now, I will tell you why.
The first inspirational part of the reading was the president's column, where he quoted part of a letter he received from a woman who worked with Arts in Prison. What she wrote was fascinating, but I also found that when she spoke about music breaking down barriers, it really resonated. When I taught in Arizona, one of the schools I taught at was a Title I middle school- which means a large majority of students were from low income families. I remember one day one of my middle school students showed up to school drunk. But those students, once they experienced a tiny amount of success in choir, really took pride in what they were doing. They thrived knowing they were doing well against the other middle schools in the district. They thrived knowing that they were learning things even the high schoolers didn't know. They loved it when they could hear when they were in tune or when they were singing with good diction. They would sometimes call themselves out when they got "sweet ears" (their ears got "sweet" on another part and they sang that instead of their correct part). And they were proud of themselves. It wasn't a snap of the fingers, but it took passion and persistence on my part, trust and a little curiosity on theirs. So yes, music broke down barriers. Music gave them something to be proud of.
The second thing I read was an article about working with the accompanist. My Women's Chorus accompanist recently sent me a message (which I have yet to respond to- I want to make it a worthy response). In it, he explained that he was cutting back on some of his responsibilities to help make time for things he really cared about and really wanted to focus on. Being a collaborative pianist is important to him, so he was rededicating himself to it and explaining he wanted to spend more time learning from me and from the choir. The article I read inspired me to start planning how to work with him... how I can help teach and guide him, as well as what I can learn from him. I am very excited to have a better working relationship with him (it was never poor before- but I think it could be even better). I think that a stronger collaboration will make better use of rehearsal time and more music making.
I love my profession. I am so inspired.
The first inspirational part of the reading was the president's column, where he quoted part of a letter he received from a woman who worked with Arts in Prison. What she wrote was fascinating, but I also found that when she spoke about music breaking down barriers, it really resonated. When I taught in Arizona, one of the schools I taught at was a Title I middle school- which means a large majority of students were from low income families. I remember one day one of my middle school students showed up to school drunk. But those students, once they experienced a tiny amount of success in choir, really took pride in what they were doing. They thrived knowing they were doing well against the other middle schools in the district. They thrived knowing that they were learning things even the high schoolers didn't know. They loved it when they could hear when they were in tune or when they were singing with good diction. They would sometimes call themselves out when they got "sweet ears" (their ears got "sweet" on another part and they sang that instead of their correct part). And they were proud of themselves. It wasn't a snap of the fingers, but it took passion and persistence on my part, trust and a little curiosity on theirs. So yes, music broke down barriers. Music gave them something to be proud of.
The second thing I read was an article about working with the accompanist. My Women's Chorus accompanist recently sent me a message (which I have yet to respond to- I want to make it a worthy response). In it, he explained that he was cutting back on some of his responsibilities to help make time for things he really cared about and really wanted to focus on. Being a collaborative pianist is important to him, so he was rededicating himself to it and explaining he wanted to spend more time learning from me and from the choir. The article I read inspired me to start planning how to work with him... how I can help teach and guide him, as well as what I can learn from him. I am very excited to have a better working relationship with him (it was never poor before- but I think it could be even better). I think that a stronger collaboration will make better use of rehearsal time and more music making.
I love my profession. I am so inspired.
Saturday, August 4, 2012
Milestone
I'm published! I'm published! I'm published!
Yes, I really am this excited.
I consider this my first real career milestone. Maybe there have been other things I should consider career milestones, but this is a big deal. Well, in reality it's a small deal and very few people will actually read the review. However, it's a small step in a very important direction.
We are back in California. And I cannot wait to get started.
Yes, I really am this excited.
I consider this my first real career milestone. Maybe there have been other things I should consider career milestones, but this is a big deal. Well, in reality it's a small deal and very few people will actually read the review. However, it's a small step in a very important direction.
We are back in California. And I cannot wait to get started.
Thursday, August 2, 2012
Summer Summary
Summer happened. I got married. We went to Ireland. I spent some time with friends. Now we are traveling back West.
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