I would like to congratulate Dr. Sharon Radionoff on the release of her book and hope that readers will not only get valuable information from its pedagogical contents, but also a glimpse of Sharon’s gifts as a teacher, mentor and friend. I have known Sharon for a decade and would like to share my personal experience as her student and as someone whose career and life have been greatly impacted by her work.

As a graduate student at the University of Houston, I enrolled in Dr. Radionoff’s vocal pedagogy class. Although I was interested in the course, I could never have guessed the amount of information I would attain within one semester. For the first time, basic pedagogical concepts such as breathing and phonation began to make sense. In addition to intense anatomical study, the course explored teaching styles, vocal health, repertoire for all fachs, the psychology of singing, and the rehabilitation of injured voices. Sharon’s affiliation with the Texas Voice Center allowed us to view actual strobes of anonymous patients that experienced vocal trauma. Most students only read about these procedures in textbooks whereas Sharon’s course introduced us to the first of many unique lectures. Her teaching style and knowledge of the subject matter made pedagogy fascinating and encouraged me to approach Sharon with a proposition. I figured if Sharon was capable of rehabilitating an injured voice to professional quality, what could she do with a healthy voice? I got permission to study with Sharon for the remainder of my graduate studies and it was the best decision I’ve made.

Sharon recognized my vocal potential and made an effort to find out what I liked about my singing before we even discussed what needed to be addressed. This approach, like many of hers, emphasized positive thinking and reinforced what I did well. She encouraged me to set reasonable goals that could be realistically attained. Our initial lessons reviewed fundamental pedagogy that many teachers would assume a graduate student grasped, but the truth is, how many students can explain in correct pedagogical terms what is going on during inspiration and expiration? I assure you, not many! In the average lesson, teachers may teach standard pedagogical vernacular but time limits often prevent concepts from being thoroughly explained. In lessons with Sharon, time seemed to stand still; each lesson felt like I was in a practicum and applying concepts to my repertoire. When studying with Sharon, the first part of any lesson is spent in conversation about how the instrument has responded since the last session, what outside factors could positively or negatively affect the instrument and goals are set by the student of what is to be accomplished within the lesson. Sharon has a gift for pacing each session so that goals are met and the singer leaves feeling that something positive has happened.

Following graduate school, I entered the arena of opera company apprenticeships where I was rewarded with supporting roles in main stage production in return for performing 10-12 services per week of outreach activities. For many singers with poor technique, this environment is often the ending of a career before it even begins. From Sharon, I learned that not only proper vocal warm up was mandatory but equally important was giving the entire body time to prepare for the demands of performing. Often times, apprentice programs require vocalists to sing at extreme times of the day. With no tech crew, singers usually transport, set up and strike the sets, costumes and props. For someone that has not been taught proper methods of hydration, nutrition and pacing, the physical demands of this daily routine are often detrimental to their instrument and wear down a singer’s enthusiasm for performing daily. Fortunately, Sharon’s guidance prepared me to meet every challenge I faced during this three year phase of my career with a healthy voice and mind.

After completing multiple apprenticeships and regional debuts, I was presented with the opportunity to teach on the university level. Through Sharon’s’ vocal pedagogy class and years of private study, I felt equipped and confident to begin teaching students of all levels. As with most entrance interviews, candidates are required to not only perform a recital, but also conduct a master class and teach lessons before the student body and selected faculty members. Although I was under the age of thirty, I knew I had a competent knowledge of pedagogical concepts, could demonstrate a healthy voice and singing technique in a recital setting and had been exposed to repertoire, artistry, and technical challenges that spanned all fachs. I was grateful to have the pedagogical foundation I learned from Sharon and sought to model my teaching style and demeanor with my students in the same manner. Sharon availed herself to advise me on advanced technical issues that I had not faced in my own studies and even made suggestions of how to address teaching challenges and academic politics that often greet entry-level teachers. At this point, Sharon became a true mentor to me and my respect increased for her willingness to share ideas and assist me in establishing myself as a competent voice teacher.

While I truly enjoyed teaching, the performing arena is where my heart lied. I made a major decision to postpone teaching and pursue the dream that had drawn me to study music in the first place. I relocated to New York City a year and half ago to further my career in opera and musical theatre. Once again, I owe Sharon a world of thanks for teaching me the ability to cross over between genres with a healthy technique. She encouraged me to pursue my preference for multiple genres of vocal music and taught me how to remain true to the stylistic demands while employing a healthy vocal technique. Sharon also emphasized the importance of respecting my body that houses my instrument through prioritizing my physical and mental health, making proper nutritional choices and actively exercising. I say this to demonstrate Sharon’s holistic teaching approach and personal investment in each of her students.

I have never met anyone with the passion and excitement she has for the field of vocal pedagogy and her gifts to work with such a wide spectrum of voices. With Sharon, there is no ego: she is confident, never cocky, and has a contagious sense of peace that surrounds any environment she inhabits. If anyone deserves success in this lifetime, it is Dr. Sharon Radionoff. I will forever be grateful for all I’ve learned from her and feel fortunate to have her cheering me on to reach my professional goals. To this day, I make trips to have ‘brush up’ lessons and consistently recommend her to my colleagues. Congratulations Sharon! Here’s to many more accolades for your research and professional efforts!

All the Best,
Corey Trahan
www.coreytrahan.com