Today’s title is a question that emerged during an MD’s meet-up at LABBS Convention in October. It emerged partly in the context of familiar tensions within a chorus between those whose main motivation was to work hard and improve and those who were primarily interested in chorus as a source of social and emotional support. But it also existed as a stand-alone question: if singers were getting feedback from audience members that their performances were enjoyable, they felt satisfied with their achievements and rather resented being asked to develop further.

I guess the first stage in addressing the question is to step back and articulate exactly why those who do want the chorus to improve feel that way. It’s not that they don’t also value social and emotional support, but they also get a sense of reward from taking on challenges. They feel the need to aspire to something to keep engaged; maintaining (at whatever level that may be) gives them diminishing returns.

As anyone who has been involved in sourcing arrangements for vocal ensembles over a period of years knows, the introduction of Sheet Music Plus’s ArrangeMe programme has been a game-changer. A huge proportion of in-copyright popular songs can now be arranged and published without all the time-consuming and expensive sourcing of bespoke licenses for each ensemble who wants to sing it.

Recent conversations about learning music have identified memorising lyrics as a specific challenge. I feel this one too – the notes and rhythms stick in my head far quicker than the words do, and I have a particular talent for weird random errors in the lyrics while singing (spoonerisms, paraphrasing, malapropisms).

So it seemed like a good idea to collate some of the specific activities and tricks people use to help learning lyrics. If nothing else, having more different things to try the process more varied and thus less boring than if you just plug away at the same thing for the same amount of time. But my hunch is that varying your approach also makes the learning more effective as it means your brain has accessed the material in multiple different ways. Thus, when you have a momentary memory blank from your primary mode of learning, there are other patterns of experience available to fill in the gap.

Just remembered to catch a screen-shot before we got into the detail

I spent a happy couple of hours on Monday evening coaching SWITCH quartet from the Netherlands. I realised as I came to write this post that one of the things about online coaching is that you don’t necessarily know exactly where the people you are working with are based, but as I had met one of them previously in Dordrecht, that is where I imagined them!

We were working on an arrangement I did about 7 years ago, and it was interesting to revisit it with them. I remembered a good deal about how and why I had made the bigger-picture decisions, and also found the individual lines quite easy to sight-read (which may be due to familiarity, or because I like to write lines I find sight-readable!), but there was also a sense of both discovery and re-discovery on working through it with them.

I’ve been having a lot of conversations recently about how people go about learning music: within Rainbow Voices, with other conductors I’ve been mentoring, and then just chatting with friends at the recent LABBS Convention. One of the latter conversations brought a key theme into focus in a way that helpfully organises various other interesting ideas people had shared.

My friend Mick Dargan was commenting on a previous blog post of mine where I made the point that people aren’t just empty vessels that you can pour the learning tracks into and then they know the music. He said that he could have the tracks on in the background for hours and still not know his part: he can’t learn by just passively listening, that is, he has to do.

I spent Saturday with my friends at Bristol A Cappella, working with them on a new contest package that they’ll be taking first to the European Barbershop Convention in Sweden next May, then a couple of weeks later to the British Association of Barbershop Singers Convention in Bournemouth.

I was not actually being cryptic (as per today’s title) with them; they know exactly what they’re doing and why they’re doing it. But we did have a laugh or two about how I was going to blog about their new package without giving any spoilers as to what it is. If I tell you that the coaching conversations included phrases such as ‘it’s an epiphany’, ‘the semiotics of testosterone’, and ‘make your ‘P’s more ‘Poo-ey’, I don’t think you’ll guess what the songs are, but you might get the idea that they’re not going to be boring.

I recently returned to Gary C. Thomas’s classic essay ‘Was George Frederic Handel Gay?’ in the context of preparing to conduct an LGBT+ choir in the Hallelujah Chorus. For those who haven’t read it, the answer to the title’s question is: it is significantly more likely that he was gay than that he was straight. There’s a nice summary the reasons for that conclusion, including reference to research done by others since the original publication here.

Thomas writes not just about Handel’s homosocial social circle and activities, but also about how those have been discursively closeted off from his role as celebrated composer. Both in his own lifetime and since, there has been a general attempt to ‘normalise’ him as a properly manly (heterosexual) man, based largely on assertion, along with some invented evidence of ostensible female love interest.

Amersham A Cappella and SpecsAppeal: the afterglows were also excellent

The last weekend in October typically takes me to the annual convention of the Ladies Association of British Barbershop Singers. This year we were back in Bournemouth, which once again seemed to hang on to the tail end of summer for us.

Looking back on my reflections from last year, I see I was full of thoughts about how hearing fresh music keeps your listeners fresh throughout a long contest day – and also about some strategies to help make that happen. I was having similar thoughts this year, particularly in the quartet contests. Of course now we have the mixed quartet contest alongside the upper voices one, both semifinal and final rounds are significantly longer than they used to be, giving more opportunity for repeated songs to show up.