Wakefield High choral director takes on "Glee"

The critics have weighed in on "Glee," the new Fox show that airs tonight at 9, then disappears until the fall.

They love it. But what do they really know about glee clubs?

Happiness decided to ask an expert. So we let John Philip Mullinax, director of Choral Activities at Wakefield High School watch the show and review it. (FYI: The Wakefield Chorus has a concert Thursday at 7 p.m. at Wakefield HS called "When Words Aren't Enough")

What did he think? Well, he he titled his essay "glee" is glib:

Since I was asked to comment on how the pilot “glee” compares to the real high school chorus experience, I will try to keep my opinions regarding the negative characterizations of both educators and student musicians to a minimum.

Unfortunately, I feel the show does a better job of alienating a broader spectrum of the population than it does relating to them. Obviously, it is written as a situation comedy, however, I was left wondering with what demographic this show was trying to connect. It seems to be written using very juvenile-type humor, however, I feel its content is crass and really unsuitable for younger viewers. The majority of its characters are shallow and uninteresting.

“glee” is really about a High School Club, not a choral program, therefore, drawing any connections between what is presented in the show and what really goes on in music education is somewhat of a far reach. The student characters are somewhat “mis-fits”. While occasionally we do have students seeking their 15 minutes of fame, the vast majority of our student musicians are some of the brightest and best students, who are often multi-dimensional and very smart.

From a music educators perspective, the real-life high school choral experience is a classroom situation rather than a “club” and involves a much more structured environment and more in-depth level of study of vocal technique, styles, genres, ethnomusicology, music history, music theory and musicianship. The literature that is studied in a chorus class is directly linked to objectives so that students of singing gain a more intellectual approach to the use of their voice. Singing is a lot more “fun” when you actually know what you are doing.

I believe there is a general assumption that high school choral programs are just comprised of the kids that are naturally gifted – untrue. Learning to sing well is something that takes time. Much like working out any other muscle group, vocal development requires a degree of discipline and guidance.

Most people can sing; unfortunately someone has told them they cannot sing, or they have a pre-conceived idea of how their voice should sound. The truth is that our voice is designed to work just like any other part of our body.

When students of singing learn to release their fears and anxiety about what their voice really sounds like, that is when their voice begins to grow and becomes more beautiful over time. Many of my students come to the choral program knowing really quite little about their voice. Students at this age are going through a physical maturation process and many of their voices are changing and growing. Most of my students realize that learning to sing is a process not a destination, a competition, or an award.

It is an activity in which they will be able to participate in for the rest of their lives and for some, yes, maybe become a vocation or career choice. However for most, singing will be an intregral part of their lives for the rest of their lives, regardless of what vocational choice they might make.

Singing will enhance their existence as a human being, and will broaden their perspective on the world around them.