Standing on Their Shoulders: Words from the Wise
By Lori Marie Rios

Meet Shirley Nute

LMR: Who/what inspired you to become a choral director?

Shirley: My high school friends at Monrovia High School were talking about going to the summer camp at Occidental College, and I made it clear that I wanted to study opera. I went with them anyway, and it helped me decide to become a choral director. I felt I was not smart; however, the registrar’s office at Occidental called after the camp and offered me the chance to take the exams on campus. I knew that it was Howard Swan who got me into the school.

After Occidental, I went to Columbia Teachers College, Class of 1954, and sang with Robert Shaw. In New York, I was a soloist at several churches. I came back and did student teaching. Mr. Swan was always supportive of me in every way, helping me find work. He gave me things to mimeograph, and I did it. He got me the job at the Occidental Library because I came from a single mother’s home. All women lived on campus, and I lived on campus. He assisted me with so many opportunities. Howard Swan was a wonderful person and teacher who saw something in me.

LMR: At the beginning of the year, how do you get to know your singers?

Shirley: First, check singers’ vocal ranges. I test each student and have them come to the piano so they don’t feel personally singled out. We sing scales, which gives me a good idea of vocal quality and voice part. After I hear everyone, I arrange singers by part. Just placing them anywhere doesn’t make the best sound, particularly in your choral group. I mix and match intonation and sound to get a balanced group.

LMR: Do you have a favorite composer or a particular piece of music that you have conducted?

Shirley: That’s a lot of music! I enjoy Aaron Copland, Bach, Handel’s Messiah—all of the major composers of the various style periods that students need to know. When I was teaching, I would try to supply a variety of styles, periods, and composers. In selecting music of these masters, teachers need to anticipate what they are going to hear in order to select the right repertoire. I liked supplying as much contrast in style periods as I could.

LMR: If we spoke to your singers, what would they tell us about you?

Shirley: I would hope they had respect. I would hope that they liked each other enough to work together appropriately. I would hope that I gave them a sufficient variety of choral music that helped them understand various style periods. They trusted and liked me. There was a togetherness atmosphere in the room that I always tried to have. I accepted everyone who walked in the door. They understood the rules and the structure from the moment they walked in. We all worked together to produce something beautiful and meaningful. We averaged 300 students in the choir.

LMR: Do you have any words of wisdom for our Western Region membership reading this interview?

Shirley: Make sure you are musically and chorally grounded. Utilize vocal exercises to expand each individual singing voice. Remember, as you move into the classroom, you gain respect from your students by respecting them. I always tested every voice at the beginning of the semester and placed them in appropriate parts that would work for them and for the group. Make sure the students understand exactly what is expected of them—and that you do something about it if they blow it.

Shirley directed choirs at Crescenta Valley High School for 38 of her 43 years as a high school director. She has received many awards for her choral work, most notably “The Howard Swan Award” from CCDA.

This interview was conducted by her former student Lori Marie Rios, Director of Choral Activities at College of the Canyons, who met Shirley some 43 years ago when she first walked into the choir room at CVHS.