Main Subject Voice Jazz & Pop 2
13 (interpretation: 9, technique: 4)
1 (regarding physiology: all vocal students of the second year)
Number of course weeks
30 (including 6 weeks physiology)
One 50-minute interpretation lesson and one 25-minute technique lesson per week (regarding physiology: 90 minutes)
Total contact hours
48 hours (including 9 hours physiology)
Form / content / level
Admitted to the ArtEZ Jazz & Pop Voice main subject year 2.
Mastering various general musical/technical skills and knowledge, gaining familiarity with different styles, raising awareness and developing an individual musical identity.
Regarding physiology: understanding how the voice and the respiratory organs are anatomically built. They learn to recognize the different elements of the vocal instrument: power, source, filter and how those elements work together to produce the sound of the voice when speaking or singing. Understanding of the acoustical aspects of speech and song. Understanding of formants. Understanding of how this knowledge relates to their own practice as a singer and vocal teacher.
Relation to other modules
The contents of the main subject lessons are for the most part tailored to the technical exam, which means they are slightly more isolated from the other performance and theory modules than in previous years.
Regarding physiology: related to methodology.
General tone production, breathing technique, posture correction, articulation, tone control, vocal coloring, dynamics, pronunciation, extending vocal range, legato techniques, blending registers, pronunciation of foreign languages and microphone technique.
Learning to incorporate the technical voice exercises in performances of the chosen repertoire.
Learning to understand how the voice and the respiratory organs are anatomically built. They learn to recognize the different elements of the vocal instrument: power, source, filter and how those elements work together to produce the sound of the voice when speaking or singing. Learning to understand the acoustical aspects of speech and song. Learning to understand of formants. Understanding of how this knowledge relates to their own practice as a singer and vocal teacher.
Independently studying and rehearsing complex scores.
Learning to incorporate scales in vocal performances.
In-depth study of II-V-I progressions (incorporating patterns as appropriate to the music).
Acquiring and applying knowledge about various improvisation styles.
Developing and using a scat vocabulary ('syllables') in various styles.
Using improvisations to develop a 'storyline'.
Transcribing solos by e.g., Ella Fitzgerald, Jon Hendricks and Chet Baker.
Expanding the jazz repertoire with up-tempo pieces, more complex ballads.
Technically challenging pop and musical pieces.
Vocalized jazz solos, e.g., Joy Spring by Manhattan Transfer or Cloudburst by Jon Hendricks.
Repertoire in other languages than English.
In-depth stylistic study.
Creating a song portfolio with 15-20 pieces in the chosen styles, studied in main subject lessons or band settings:
- with lyrics, chord symbols and melody (as in a real vocal book);
- in the student's singing key.
From the second study year onwards, students begin to specialize and choose an appropriate program based on their specialization.
Mode(s) of instruction
Individual lessons & occasional group lessons. Physiology is taught in group lessons.
Material & Tools
Regarding physiology: Reader, specific webpages and YouTube films, pictures, video’s.
Organizing a performance (band, repertoire, rehearsals) as part of the annual Jazz & Pop band week; independently organizing a performance (three pieces) as part of the technical transition exam audition.
Students need to bring their own microphone to all practical classes!
Regarding physiology: Preparing and answering questions about the provided material.
Examination and assessment
Mode(s) of assessment
Assessment by the main subject instructor at the end of each semester. A technical exam (an audition for a panel consisting of three examiners) is part of the assessment procedure.
Regarding physiology: a written exam.
The student should have mastered the elements described under Aims. Specific criteria (except for physiology) are: creativity, expression, improvisation, technique, sound, intonation, timing, reading skills, repertoire knowledge, progress, self-reflection, session participation, attitude and lesson preparation.
Technical exam: the student should have sufficiently mastered the elements noted under Content.
The student has completed this module if he is awarded a minimum grade of 5.5 by the instructor as well as for the technical exam at the end of the second semester.
Regarding physiology: a minimum grade of 5.5 for the written exam.
At the end of both semesters the instructor fills out an assessment form designed specifically for this module. Assessment is comprised of a verbal evaluation and a concluding grade. The instructor reviews this assessment with the student during the first subsequent lesson.
During the spring semester a technical exam is part of the assessment procedure. Examiners use an outline of relevant criteria to assess students, with the average grade being used as the final grade.
Assessment at the end of the autumn semester is formative and expressed in terms of satisfactory/unsatisfactory. It indicates a student's progress in this module. No ECs are awarded and there is no resit. Modules can only be absolved, and ECs awarded, after the end of the spring semester.
Regarding physiology: the exam is assessed by the teacher, in writing.
This module is intended to prepare students through weekly lessons for the audition exam at the end of the second year, with specific attention for the students' ability to incorporate the studied techniques appropriately in performances. Additional subjects: studying more complex pieces, possibly originals by the student, improvisation, further developing the student's individual taste in music.
Physiology is part of this module. It explores the anatomy and physiology of the voice and the respiratory system and vocal acoustics. Students will develop a theoretically grounded perspective on how the voice works and how this knowledge relates to their own practice as a singer and vocal teacher. This will help them understand their own voice practice better and also the different singing methods that are discussed in their methodology lessons.