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CONCEPTS OF VOCAL PEDAGOGY *7
the final acoustical or audible effect of the vibratory action o£ the larynx, enhanced by resonance, pitch, dynamics, rhythmic and other aesthetic effect!. [Mackenzie 304, p. 85]
st. twice as an acoustical instrument; the human voice is a device for producing successive pulsations in the atmosphere. [Redfield 46ft, p.
3. voice related to breath; "voice is vocalized breath. When the breath is exhausted, the tone ceases/' [Ciippinger 104, p. 5]
4. voice as resonance; "voice is resonance and nothing more/' [La Forge 3*8]
5. voice as purposive communication; voice may be defined as acquired utterance for purposes of communication relative to the practical and aesthetic exigencies of life. [Garnetti-Forbes 198, p. 105; Negus 418, p. *88]
6. voice in relation to nervous energy; "voice is an electro-magnetic force dependent upon the sympathetic nervous system/' [Gescheidt soo, p. 7] "the localization of motor functions of voice in given cortical areas can be deduced from the pathological state of these areas/' [Curry 124, p. 159]
7. voice related to singing; 'Ringing is the interpretation of text by means of musical tones produced by the human voice,*' [Henderson «4g, p. 5; also Hall and Brown asy, p. 15]
Drew calk attention to the fact that voice has at least two distinct meanings for the singing teacher; one for the mechanism and the other for its tonal product. Each individual has one voice only in the former sense, but several voices in the latter. "This difference introduces factors that make arguments about the voice by analogy with other instruments particularly dangerous/' [1,47, p. 163; 148] Voice also has other implicit musical, psychological, phonetic and physiological connotations that are used to define, crystalize or enrich some of the vagrant,concepts associated with the pedagogy of singing. These- are discussed under various headings throughout this treatise, (e.g., phonation, diction, interpreter tion, etc.) Inasmuch as voice and singing are often used synonymously by authors and teachers (e.g., "singing [voice] is the transmutation of energy into tone" [Jones 507, p. u]) the term singing voice is usually employed throughout this study as a preferable designation for that type of vocal activity that enters exclusively into the teaching of singing.
The concepts of singing commonly employed by vocal teachers are represented in the following typical definitions: singing is the utterance |
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