Repertoire Selection - things to consider

THE IMPORTANCE OF APPROPRIATE REPERTOIRE

A huge consideration for all students (no matter their age) is the selection of appropriate repertoire. While we all may enjoy our favourite artists with their catchy hooks, great grooves and soaring lyrical melodies, not every song a singing student likes will necessarily be a good selection - or at least not immediately. BTM looks for appropriate repertoire that is suitable for student's physical and vocal development and which contains content which is suitable and relatable to the singer. While a a singing student may enjoy bopping along and singing along to a popular song at home or in the car, and they might seem to do sing the song fine while doing so, frequently we find that as soon as they try to sing the song by themselves (accompanied by music, but without the OG artist singing the lyrics with them) they may have very limited ability to sing the song's melody and rhythm with any degree of confidence or accuracy.

Not every song an individual likes is going to be the right song for where the individual's stage of development currently is. Those songs might need to be put on-hold for some time a good base line of pitch, melody, rhythm, timing (and so much more!) are developed.

Other key considerations BTM undertakes regarding repertoire include:

1. IS IT SUITABLE FOR THEIR VOICE?

   Think about the following:

   Music genre / style / feel

   Range

   Key

   Technical requirements

   Performance requirements

   
   

2. IS ITS CONTENT OF THE SONG SUITABLE FOR THE AGE OF THE SINGER?

   This is particularly important when choosing songs for young singers.

   • Does the content contain imagery, concepts and language that is appropriate for a child?

   While a child/teen might be able to sing the technical elements of a song well (& may enjoy the groove) remember, singing well also requires the ability to connect with the story and interpret a lyric’s emotion.

   
   

   Listening to a young person sing about concepts that are entirely too adult in nature makes for an inappropriate experience for the child/teen singing and a very awkward listening experience for the audience.NOTE: If you don't want to explain what the song is about, or, if the concepts are too difficult or adult to explain, then the song is probably not suitable.

   EXTRA NOTE: Even if you're comfortable, I may not be! ;)

   
   

3. CAN THEY RELATE TO THE STORY OF THE SONG IN SOME WAY?

   • Does the story of the song resonate with the singer in some way?

   • Can they connect with the emotions of the song?

   
   

   Whether or not a singer interprets the song in the same way as the original artist, finding a way to connect with the song will make a huge difference to the way it is sung. The ability to connect with the story and emotions of the song effects the way it performed in terms of vocalisation choices, facial expressions, gestures, movements etc.

   
   

4. IS THE SONG’S LEVEL OF DIFFICULTY ACHIEVABLE AT THIS STAGE OF THEIR DEVELOPMENT?

   We all need to be stretched, but sometimes the requirements of a song might be just outside of our current level of achievability.

   If that's the case, we might need to:

   • choose a simpler arrangement or key

   • work on other songs that will serve as a bridge to develop the necessary skills

   • alter our timeline and our expectations to allow ourselves more opportunity to grow so that we can then successfully sing the song.

     
     

5. WHICH TECHNIQUES THAT THEY HAVE SOME ATTAINED SOME PROFICIENCY IN, WILL BE REINFORCED IN THE NEW SONG?

   New songs can (and should) provide opportunities to reinforce skills, and techniques students have learnt previously. They may also challenge the singer to apply them in new ways, in different tempos, with varying song 'moods', and/or with different lyrical and rhythmic requirements. Often we may find gaps in a singer's ability and understanding that need to be addressed and finessed.

   
   

6. DOES THIS SONG CHALLENGE THEM TO STRETCH OR GROW?

   Whether it be new vocal techniques, exploring new elements of a voice’s colour and range, managing new pitch intervals, challenging their breath management, learning new genres and new performing elements, or building pathways to connect with an audience, it is not uncommon to find additional aspects to learn or apply than what we first anticipated.

   
   

   We should, as appropriate, be challenging singers to grow in their skillsets and to grow their repertoire and style experience.

Closing comments:

The ability to sing a song is much more than just pitch accuracy and holding a tune. It goes beyond developing a good sense of musical timing, melodic rhythm. It also includes the ability for a singer to connect with and convey the song's emotional elements, to communicate its story, to develop appropriate stage presence and to connect with the audience as they do so.