Master of Music from North Park University
Co-Founder and Voice Instructor
Singing voice, Voice for actors, Trans voice
Greek-American soprano Alexandra Plattos performs throughout the United States on both the operatic and concert stages. As a dedicated teacher, Ms. Plattos works to define a language specific to each student’s goals and learning needs, where she uses a combination of pedagogical and “natural” teaching styles. Learn more at alexandraplattos.com.
Why do you sing?
I sing because I must. Growing up, I wanted to become a scientist and run my own lab researching and curing diseases. After following this path through high school at the Illinois Mathematics and Science Academy, and beginning my collegiate studies in biochemistry, it became apparent that something didn’t fit. I had studied piano growing up and I was always involved in drama, the bands, and the choirs. During my freshman year of college, the choir sang Mozart’s Requiem. Diving into the artistry, beauty, and sheer genius of the work convinced me that studying music and pursuing it professionally was what needed to happen. So, here I am!
How do you practice singing?
I always begin with a series of vocalizes to warm the vocal folds and reinforce technique. After that, I dig into the specifics. When I need to be productive in short amounts of time, my egg timer (it looks like a piglet!) allows me to work on a specific aspect of a piece while maintaining good focus and use of my whole practice session. After working through my repertoire, I finish the session with a short series of cool-down vocalizes.
Why do you teach other people to sing?
By teaching, I can assure the continued lineage of vocal music. Selfishly, by teaching others I learn. And really, it's a ton of fun.
What makes your teaching style unique?
My teaching style centers around a holistic approach to singing. The whole body is your instrument, so the goal is to use the whole body to sing. Often times, I utilize yoga and Alexander Technique practices to free movement and allow the body, breath, and voice to align. Beyond the technical aspects of singing, I push my students to understand and interpret each piece so that they are performing and communicating while singing.
What do you do with a new student at their first lesson?
I use the first lesson as a “getting to know you” session. We chat a bit about the student’s desire for lessons, their background, and what they hope to gain from lessons. After this, we vocalize and sing short, simple melodies. Through speaking and vocalizing, I become acquainted with the student's voice and can begin to tailor the lesson plans.