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14 TRAINING THE SINGING VOICE
the text. Definitions derived from Webster's New International Dictionary will be indicated by a (W).
Bibliographical references will be indicated throughout the text within brackets, by giving the author's name followed by the number of tlxe
item as it is listed in the final bibliography.
The bibliography will be annotated to facilitate the future selection of books and articles by those who might wish to re-explore some of tiie
areas described therein.
Theoretical and Interpretational Aspects
A separate division of each chapter will discuss the most significant theories expressed in the writings and findings of experimenters, vocal scientists and teachers of singing. A theory can be likened to a scaffolding" on an incomplete building whereby workmen are being supported while they continue to build greater and more permanent structures. So it is in this subject. The theoretical nature of some of the information available on the singing voice does not preclude the derivation therefrom of certain guiding principles with which to conduct more reliable investigations.
It is conceded that the opinions of recognized authorities in a given field carry considerable weight. However, since even authorities are known to disagree on many aspects of vocal training it is often necessary to arrive at basic principles according to the opinion of the majority-Such formulations will serve to supplement whatever objective evidence is presented and may provide important clues to the discovery of new areas of research.
A summary and interpretation section at the end of each chapter will
include condensations and summaries of authors' opinions and a discussion of dominant schools of thought. The primary purpose of the interpretative discussions will be to provide a logical continuity of thinking-for the teacher, with reference to an organismic or whole concept of singing. Through this synthesis of conceptuality, many ideational fragments will be welded together within a suitable frame of reference. Specialization in the study of the human body necessarily tends to divert attention from the whole organism to the activity of its separate parts. In vocal work, the danger of specialization lies in over-stressing technical analysis, rather than coordination. [Witherspoon 677, p. 1.] Therefore, the point of view to be presented in the interpretation of each chapter is that wholes take precedence over parts in training the vocal mechanism, and that the application of the specific teaching procedures recommended |
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