Moving from singing for pleasure to singing/music delivery

I am currently a support worker at The Garage in Norwich, on the singing project Vocal Collective, in two age groups (7 - 11 years and 12 - 18 years), and until I started this I had only ever sung for pleasure - I had been trained and done some performing but I had never worked professionally as a singer. My singing practise has changed a lot in the first term of sessions, and I have learnt a lot about music delivery…

To start with, my own practise when I sing on my own has become more professional. I am much more aware of warming up properly and taking good care of my vocal health, along the lines of “practise what you preach”. I also now find myself thinking about songs from the point of view of student’s voices as well as my own – are there harmonies in the song? Would the song be too advanced or too simple for a group or a student?

Although we sing as a group in workshops, during delivery sessions my role is different from other group singing environments, for example in a choir. As a support worker I am singing with the group, but primarily I am keeping an eye on those who might be falling behind; supporting them with explanations of words and terms, or helping them find their note or harmony by joining their part. Whenever you are singing with other people you should always be aware of your own and everyone else’s voices, but moving into music delivery means being aware of the overall sound and all the individual vocal parts, as well as the student’s personal welfare in the session.

My background is in visual art workshops, and the main difference I have noticed between this and singing delivery is that the physicality of the work is really key – your body and voice need to be ready and in tune for the work, as well as your mind. With art students can ‘slip into’ the work in their own way, as their work is individual and very personal, but when you are delivering singing in a group setting you need all the students to be ‘present’ and engaged with each other and the work as a whole, as well as with their own individual part.

Of course, like any creative activity there are similarities with other art forms. Because of the creativity and personal expression of singing, people can feel very vulnerable and often nervous during group singing, just like in visual art and drama. However, as in art and drama, if we can facilitate an environment of learning and fun then students can move past their nerves and learn from each other as well as from us.

Moving from singing mostly alone to music delivery has built up my confidence, as I have proved to myself that my enjoyment of singing can reach beyond being just for me, and can help other people find their confidence and help them enjoy their own voices too. It has been great to see students find their sound and their self-assurance. One of my favourite things has been showing students that it’s okay to get it wrong and keep going!