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its own. As teachers, we need to facilitate this process in the student so that they feel comfortable when it occurs, rather than giving the illusion that singing is about staying in control. It is rather about the opposite.


Modern scientific research has shown us what happens when we sing. It is now up to the teachers to find a way to reach it. Knowing about something is not the same as knowing.  The story the singer tells themselves plays a crucial part in enabling it to happen.You cannot make the unconscious happen. You can only agree to allow it. The language enabling us to get there is one of ‘letting go’.  Storytelling is the oldest method of all, which for thousands of years has enabled mankind to connect with something greater, the ‘unconscious’ which we all share, and which Jung called ‘collective’.  Neanderthals knew singing did that for them. That is why they gathered together.  


We live in exciting times for the singer. We are now beginning to see how the traditional language and imagery of the singing teacher is a tool  validated and explained by neuroscience, a way of breaking through the defences that protect us from our own vulnerability. If we can learn how to turn that vulnerability into power, we will find the source of song,  the reason people have gathered together to sing from the beginnings of human history. Here lives the holy grail of the ‘free voice’ and ‘effortless power’. We can see how the ancient ways of singers and the insights of modern science can work together to release the magic of song, the ability of man to live in relationship rather than alone. The bridge is in finding a language which releases the unconscious process. It is not what happens that is the issue, it is about how we get there.

‘I think where I am not, and I am not where I think’                   Jacques Lacan.







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