Minding Collab Manners

I HAVE HAD SEVERAL WELCOMING EMAILS and other forms of communication since the first Collab Corner appeared in the November/December 2015 Journal of Singing and I thank you very much, indeed, for those. You have made me feel very welcome! I also have had as many requests asking that I address the work of a pianist who functions as an accompanist in teaching studios, is desirous of growing, but has not or is not studying in a formalized collaborative piano department and may not have had prior training specific to their or the teacher's needs. Actually, this topic first arose in conversation after a breakout session at the NATS National Conference in Boston last July when Donna Loewy, Elvia Pucinelli, and I were asked how voice teachers could help would-be collabs grow outside of a collab training program. Our answer was, essentially, contact us or one of our colleagues in the growing numbers of collaborative training programs in North America. We will try to help them. But be sure to have them google collaborative piano'. Especially helpful is Canadian Chris Foley's collaborativepiano.blogspot.com. But there are many sites that provide tremendous tools for self-study and more being created all the time.How can voice teachers aid the success of a collaborative student or staff member who works in their studios and/or classes? Certainly we know teachers barely have time to effectively mentor their own students and may be a bit nervous about taking on the responsibility of mentoring a pianist, despite their expressed concern for and interest in doing so. I sometimes see that staff or freelance pianists working in studios are left in a kind of no man's land without effective mentorship or stated expectations, as we wish not to treat them as students, and therefore don't speak when we wish we could and know we should, but do not know how. Not wanting to hurt feelings or to treat a professional as a student, I know I have too often abdicated my responsibility to create the best processes in my own teaching studio.I hope, then, that the following will be helpful to us all. Little of this is totally original to me, but includes bits and pieces of the works of others saved over a period of many years and finally reworked and first put in print six years ago for the Collaborative Pianists Handbook at The Juilliard School. I have since seen these pages of the handbook being used as far away as China and New Zealand, and I hope that means they will be helpful to you, too. These were all intended for collaborative pianists, but as many of the inspirations came from several vocal department handbooks, I offer them to all with thanks particularly to The Juilliard School's Vocal Arts Department whose own department handbook inspired me to create ours and from whose Preparedness Policy I adapted the following one.PREPAREDNESS POLICYPreparedness demonstrates artistic integrity and commitment, as well as respect for teachers, the actual music, and partnering colleagues. Your preparedness and punctuality matter!Being prepared for your responsibilities, whether lessons, rehearsals, or master classes means the following:* You have independently learned and can perform the notes and rhythms of the assigned music.* You have translated and understand the meaning of all text belonging to the assigned music.* You understand the assignment in its dramatic, stylistic, and historical context.* You have brought not only the score for your own use to the lesson or coaching, but you have brought another score for the teacher or partner who may not have one.* You are rested and mentally prepared to be present at all times in the lesson, rehearsal, or class.* You have warmed up before the lesson, class, coaching, or rehearsal.* You typically arrive on time, and if you are going to be late for any reason, you notify the teacher and your colleague(s).* You check your email and your cell phone several times a day for last-minute messages. …

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