As an older person, I understand the definition of "cringe" to be a verb meaning to hang your head in embarrassment for a person who does something socially awkward. Apparently, being "cringe" has a new life as a noun in today's vernacular.
In the US, "cringe" is an informal verb that refers to the feeling of embarrassment, discomfort or awkwardness that someone might experience when watching or participating in something that is considered socially awkward, embarrassing or uncomfortable. It can also be used as a noun to refer to something that causes that feeling.
In the US, "cringe" is an informal verb that refers to the feeling of embarrassment, discomfort or awkwardness that someone might experience when watching or participating in something that is considered socially awkward, embarrassing or uncomfortable. It can also be used as a noun to refer to something that causes that feeling.
When music teachers complain that their students, particularly the elementary school 11-12 year old boys, call the teacher "cringe" or the music or activity "cringe," that is alarming. Understandably, the boys in that age-range have a hard time still singing in the Treble clef. They don't want to sound like girls, although most boys don't drop the octave until they are teenagers. But they should have opportunities and examples to help them work through that awkward time.
For 4th-5th grade Chorus class, I found it useful to do 2-part pieces that lean toward having a certified "Bass" part. In other words, rather than being built exclusively following 3rds under the Soprano melody, the Part 2 dances between the Tonic and Dominant with a lot of contrary motion more akin to how the lowest choral part in the Bass Clef is written. I even tell the boys that this is a Bass part. That usually secures their interest in singing it. (We sometimes take a vote as to whether we will even allow any "alto" girl voices to sing it, too.)
Once we establish that singing that part is cool, we don't have nearly the attitude issues with it being "cringe."
An example of this is "Jingle Bells" for 2-Part Children's Chorus.
For 4th-5th grade Chorus class, I found it useful to do 2-part pieces that lean toward having a certified "Bass" part. In other words, rather than being built exclusively following 3rds under the Soprano melody, the Part 2 dances between the Tonic and Dominant with a lot of contrary motion more akin to how the lowest choral part in the Bass Clef is written. I even tell the boys that this is a Bass part. That usually secures their interest in singing it. (We sometimes take a vote as to whether we will even allow any "alto" girl voices to sing it, too.)
Once we establish that singing that part is cool, we don't have nearly the attitude issues with it being "cringe."
An example of this is "Jingle Bells" for 2-Part Children's Chorus.
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