An interview with Margaret Griffiths

We talk to Sing Up evaluator, Margaret Griffiths, about her thoughts on quality vocal leadership.

Why is high quality training so vital for vocal leaders?
Sing Up is a national initiative, with government funding, so there needs to be some agreement and some consistency about the enthusiasm and passion which our good vocal leaders share. Getting them together to support and develop the programmes and networks is vital. When they work so much on their own, they need to feel part of a committed and exciting national team. This has developed very well – both locally and regionally.

Is high quality vocal leadership as important in an informal singing session as it is with a competition-standard choir?
Yes, Absolutely. The singing voice is an instrument that needs to be cared for and maintained, no matter what the setting. The main difference is often in the repertoire, rather than in the skills of singing. In both informal and competition groups, there has to be good use of our hearing and blending skills, memorising, presenting and making the music expressive. This applies whatever the style or context.

What makes a good vocal leader in your opinion?
Good vocal leaders are competent singers who demonstrate a rich range of repertoire, enjoy rehearsing as well as working towards informal and formal presentations and performances. They are committed to sharing their music making with others by encouraging, nurturing and supporting individuals and groups who wish to sing. Good vocal leaders know where their strengths lie, and they work hard to develop their skills, whilst keeping alive the ’spark’ of passion and enthusiasm that makes them the Pied Pipers for voices!

What direct impact can a good vocal leader have on a group of primary school singers?
They have an impact on individuals, on groups and on the school as a whole. They give individuals confidence, skills and make sure they participate fully in activities which are rich and worthwhile, as well as being fun and enjoyable. The vocal groups can also give the school a distinctive musical identity. Just by building up a range of vocal activities and songs which everyone learns and which get more challenging as the groups develop, can give a real pride in achievements and sharing them.

Can you highlight some of the high quality work that you’ve seen in your visits to Sing Up’s funded programmes and projects?
As part of a programme in Southampton, 6 year-olds (KS1) visited an elderly residential home regularly, and spent an hour sharing songs and activities. The age range on the afternoon when I observed was 6 to 90! There were songs from around the world, and after the African chant, one of the residents told about her experiences working with her husband as a teacher in Africa. Large copies of world maps (provided by the outstanding music leader),
made sure we could all locate the sources of the songs, as well as enjoy singing them together. It was very inspiring.