Completion of M-JP-VOC1.
And please note the following prerequisite concerning the main subject teacher choice:
Basically, students are free in their choice of main subject teacher(s) from the second year onward. However, there is a restriction on this. Students can have a maximum of two years of main subject lessons from the same teacher. This is a net calculation, so if a student has 50/50 lessons from two different teachers in a given year, half a year of each teacher has been used up.

See Competencies Matrix.

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.

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.

TECHNIQUE:
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.
PHYSIOLOGY:
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.
READING SKILLS:
Independently studying and rehearsing complex scores.
IMPROVISATION:
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.
REPERTOIRE:
Expanding the jazz repertoire with up-tempo pieces, more complex ballads.
Latin standards.
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.

Individual lessons & occasional group lessons. Physiology is taught in group lessons.

Selected repertoire.
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

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 being 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.

See the Education and Assessment Plan.

Module summary

This module is intended to widen students' knowledge and abilities, emphasizing the development of professional skills in the broadest sense of the word. In addition, the study and design of sounds and their relevant applications feature prominently as a topic of discussion. Furthermore, particular attention is paid to the development of the student's personal artistic vision. In addition, students work on their understanding and use of increasingly complex musical structures.
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.

Main Subject Voice Jazz & Pop 2

Form / content / level

Examination and assessment

Module summary