Christopher C
Instruments: Voice
Styles: Classical, Opera, Showtunes, Spirituals
Christopher C
Instruments: Voice
Styles:
Classical, Opera, Showtunes, Spirituals
Where I Teach:
Ages Taught: 16-65
MM, Yale University, Vocal Performance 1988
BM, Oberlin Conservatory, Vocal Performance 1986
Offered debut with St. Louis Opera 1987
Offered debut at Merkin Hall, NYC 1987
Awarded Fellowship and Teaching Assistantship, Yale University 1986-88
Offered debut with Cleveland Opera, 1986
I graduated with my Bachelor of Music Degree in Vocal Performance from Oberlin Conservatory in 1986. While there, I studied with Richard Miller, regarded by many as one of the greatest voice teachers of the 20th century. Miller’s books on singing are now standard texts in music schools all over the world. I then received a fellowship and teaching assistantship at Yale University (1986-88) while receiving my Master of Music in Vocal Performance. While pursuing my Bachelor’s and Master’s degrees, I was offered my debuts at Cleveland Opera, Merkin Hall NYC, and St Louis Opera.
I started teaching private voice lessons in 1984 during my junior year at Oberlin. While at Yale, I was awarded a teaching assistantship (1986-88). Since then I have maintained a private studio of voice students in Chicago. I’ve had experience both with students who love classical music to those who sing musical theater, spirituals, choral singers, etc. I love teaching and nothing is more gratifying than hearing a student’s progress.
New students should already be able to read music well enough to pick out a melody on a keyboard/piano. I believe in giving the student considerable freedom in choosing music that will not only benefit them technically, but inspire them. The first few lessons are spent in assessing the student’s voice: range, voice type, technical strengths and weaknesses,etc. The new student is also encouraged to bring in some music they already know. I then create a personalized warmup/technical exercise sheet for each student.
Mastering technique is the surest way to leave the student free to express themselves musically. After an initial assessment is made of the student's voice, I create a series of vocal exercises to address any vocal weaknesses/problems. The first 20 minutes of a typical lesson are spent warming up/performing technical exercises. The remainder of the lesson focuses on applying what was learned technically to the music that the student and teacher have chosen.
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