What is Supported Singing?

What does Supported Singing mean for you?

Do you think about your breath?

Your diaphragm? 

Your ribs?

Your bones and muscles?

Your larynx?

How about your back?  or your legs?

(Spoiler alert: all of these aspects of Supported Singing are CORRECT if they support your ability to sing with joy, freedom, and ease.)

Many of us have our own understanding of what “singing with support” means to us.  Often this understanding emerges from our early voice lessons, from ideas passed down from various teachers over the years, from our own lived experience and exploration.  

There was a time when I didn’t have the tools to connect with my inner wisdom about what worked for me and what didn’t, what was true for me and what wasn’t.  I looked outside of myself to my teachers and coaches and music directors and peers to fix what I thought I was doing wrong.  And I wasn’t always supported in the vulnerable, messy moments of my learning.  I was even hurt sometimes by the feedback I received.  However well-meaning and unintentional, these statements hurt me.  They burrowed into my body and festered into inaccurate beliefs about my abilities and worth as a singer and as a human.

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Thankfully, I was also gifted with knowledgeable, compassionate mentors and colleagues who understood the complex art of whole-person pedagogy.  And my experiences learning with and from these magical unicorns continues to shape the way I create, lead, and teach today.

 

To me, in this moment in time (subject to further inquiry and exploration), Supported Singing requires an unwavering belief that the student has the information about their voice and body, not the teacher.  I don’t have that information unless and until I ask for it.  Only when I gather the information from my student can I suggest/offer/observe/update.  (And of course Supported Singing also includes: technical knowledge, anatomical understanding, stylistic sensibility, musicality, etc. - voice teachers have many finely-tuned skills!)  

In my studio, I understand Voice and Movement sessions to be a shared, co-created experience between myself and the student, where I defer to the student’s in-the-moment experience rather than imposing my own beliefs/opinions about what something should look or sound or feel like.  Breathflow, soundflow, and movementflow emerge from this foundation.


So, what does Supported Singing mean for you today?  

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💃 The Dance of Healthy Boundaries

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What is the dance of healthy boundaries?

How do you know you exist?  How does your body remind you that you’re alive?

👉 e m b o d i e d   r e l a t i o n a l i t y

The art of knowing what’s right for you by relating to your environment, to another human being. 

Allowing for differences of opinion, agreement, feeling understood and misunderstood, seen and unseen. Allowing your full range of emotions and sensations in response. Allowing the push and pull, back and forth, yielding and pushing.  

Meeting in the middle. 

I dance with you so I can know myself. 

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I am me. 

You are you. 

We meet each other in the middle - with compassionate boundaries - to know we exist. 

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This is the dance of knowing where I end and you begin. 

There is no formula. Just being. 

We can only truly feel our SELF in relationship - with each other, with the ground, with the air, with the planet. 

🌿 Calm 🌿

🎥 Calm - VIDEO PLAYLIST 🎥 

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https://www.youtube.com/playlist?list=PL3nUnbdrhRjyaTXBQhzgA7qI1AdQXJxai

What does “calm” mean to you?

This playlist highlights some ways to reconnect to your innate ease and vitality. 

Calm doesn’t have to mean lying on the floor. It can simply mean noticing your current pace and choosing to pause in awareness. 

This simple act of pausing and noticing shifts can shift your mood/sensation/intention, without you having to DO or FIX something. 

☀️ Learning Through Awareness

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The Alexander Technique offers an effective process for learning.  By pausing and becoming aware of sensation and intention, you are priming your system for receiving new information. 

When your system senses a threat, it will click over to survival mode. This mode is characterized by fear and anxiety. Physical manifestations could include contraction, tension, compression, constriction. In survival mode, your system is not in a receptive state to receive new information. 

In short: when we are fearful/worried, anxious, we can’t learn. 

In his book Body Learning: An Introduction to the Alexander Technique, Michael Gelb describes the ideal learning environment as one that is “free from comparison or competition.”  With a focus on self-acceptance, the Alexander Technique inherently supports this type of learning environment. 

The Alexander Technique teacher is highly skilled in presence, kinaesthetic listening, and holding space for self and other. So lessons can provide a container for safety, learning, and growth.