Hier erfahren Sie, wie Sie eine effektive Kommunikation mit einer Vielzahl von Gesangsschülern fördern können.

In my experience, every creative must master the art of merging authenticity with their creativity in order to be truly impactful and connect to the general public. Life = Art = Life. Both depends on each other and is necessary to have effective creations.

Definitely active listening is important as well as being clear in directions. Also asking regularly if what you are saying makes sense to them, if not find another way to explain it. I think putting yourself at their level is imperative. Every student is different.

As a professional husband-wife singing team (Marc and Julie) my wife and I specialized in pop music and styles, but also understood how developing a solid vocal technique helps pop and musical theater singers (as well as those in opera) to maximize their vocal sound, range, flexibility and endurance (especially for those with professional ambitions!). As voice coaches, it is absolutely critical to "home in" on each student from their very first lesson in order to ascertain their individual (and often unique) current level of talent, goals as a singer and style preferences etc. in order to guide us in tailoring our lessons to their needs!

Show Genuine Interest: Make eye contact and use body language to show you are engaged. Nod or give verbal affirmations like "I see" or "That's interesting." Avoid Interruptions: Let students finish their thoughts before responding. Resist the urge to interject or correct immediately. Paraphrase and Reflect: Repeat back what the student has said in your own words to ensure understanding. Reflect on their feelings by acknowledging emotions they express. Ask Open-Ended Questions: Encourage elaboration with questions that cannot be answered with a simple yes or no. Examples include "Can you tell me more about that?" or "How did that make you feel?"

Foster a Safe Space: Create an environment where students feel comfortable expressing their thoughts without fear of judgment. Model Respectful Communication: Demonstrate how to disagree respectfully and handle conflicts constructively. Encourage Questions: Create opportunities for students to ask questions and share their thoughts, ensuring that quieter students also have the chance to speak.

Ich habe einmal gesagt bekommen: "Kirsten, Du lehrst kein Wissen, sondern vermittelst Einsichten und Erkenntnisse". Das stimmt. Mein Schwerpunkt liegt auf der Anwendbarkeit, der Praxis. Gerade beim Trainieren der Stimme ist für mich das (hörbare) Ergebnis ausschlaggebend. Wenn das nicht besser klingt, als der Ausgangspunkt, habe ich mich nicht verständlich ausgedrückt. Dann suche ich ein anderes Bild bzw. versuche, das entsprechende Körpergefühl mit Hilfe einer anderen praktischen Übung hervorrufen. Im Gruppenunterricht ist es am besten, wenn man mehrere Tools für eine Technik kennt und anwendet.

Be Specific and Positive: Give feedback that is clear, specific, and focused on improvement, while also acknowledging what the student did well. Use "I" Statements: Frame feedback in a way that expresses your observations without assigning blame, such as "I noticed that..." instead of "You should have..." Follow Up: Check in with students after giving feedback to see if they have any questions or need further clarification.

Speak with your audience, not at them. Use words at their level and require a response, who, what, why, when, how as you validate their thoughts and comments. Because retention by your audience can vary dramatically consider using the following technique. Introduce segments you are going to present as follows: tell them what you will be discussing, tell them what you have to say and then tell them what you told them. When asked questions paraphrase. And repeat the question before you answer them. Be prepared for your audience anticipating their academic level as much as possible.

Be Culturally Sensitive: Understand that cultural backgrounds can influence communication styles, such as eye contact, gestures, and speaking tone. Use Multiple Modalities: Incorporate visual aids, written instructions, and hands-on activities to cater to different learning preferences. Provide Wait Time: Allow students time to think and formulate their responses, which can be especially important for non-native speakers.

Das individuelle Anpassen des Unterrichtsstils ist für mich d a s A und O und natürlich passe ich die Symboliken, mit denen ich Techniken und andere Inhalte vermittle, individuell an. Doch ich gehe bei meiner Arbeit noch einen Schritt weiter und berücksichtige die aktuelle Tagesform/Stimmung meines Gegenübers. Manchen sieht man schon an der Körperhaltung an, dass die Atmung nicht fließen kann, andere können sich nicht konzentrieren, wieder andere fließen über vor Euphorie - was immer vor dem Coaching war, ich gehe darauf ein, wenn es sonst vom Unterricht ablenkt. Zuhören, zum Lachen bringen, innerlich und äußerlich wieder aufrichten oder Überschwang in Kreativität umwandeln - am Ende muss eine konzentrierte Sitzung möglich geworden sein.

Online Platforms: Use discussion boards, chat functions, and other online tools to give students additional ways to communicate. Interactive Tools: Incorporate tools like polls, quizzes, and collaborative documents to engage students actively. Recorded Sessions: Provide recordings of lectures or discussions so students can revisit them as needed.

Video- und Audioaufnahmen sind ein hilfreiches Tool um sich zu verbessern. Es hilft aber erst, wenn die Scheu vor der Aufnahme respektive dem Ergebnis so ist, dass die Tatsache, dass etwas aufgenommen wird die Stimme nicht beeinträchtigt oder mindestens im Verlauf der Sitzung vergessen wird. Erst dann ist das Ergebnis realistisch.