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«8 TRAINING THE SINGING VOICE |
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be formulated. However, insofar as voice training does not rely upon the exact sciences (e.g., in psychology, philosophy, aesthetics) exact predeterminations of teaching outcomes are not possible. Hence standardizations are impossible. [518, p. 89] "There can be only one set of [teaching] principles/* says Mowe. "As long as we are working toward the same goal, it isn't of primary importance which road we take." Therefore, any method is a good method if it does not conflict with the general objectives of vocal teac.hing
OrtmaiHi believes that tht wide discrepancies among voice methods are "more imaginary than real/* [437] "If two differing methods both get results, there must be something common to both of them that is of value." An effective vocal pedagogy should encompass the basic truths of methodology and discard the half-truths, even if they have become "hallowed by hoary tradition." [Bartholomew 38] Kerstin Thorborg believes that the fundamental techniques of voice building are the same for all singers, "regardless of range or quality" of voice. [611; also Novello-Davies 430, p. 139] Gescheidt likewise insists that teaching techniques can be standardized since individual differences are anatomical rather than physiological and vocal coordinations involving muscular training are alike for all singers- [200, p. 7] Wilson feels that basic principles are the same for all, "although different voices have individual problems." The use of a common basic approach makes group teaching possible. [674, Foreword; also SamoHoff 484, p. 6; Allen 7, p. 22] The following nine attributes of correct singing, according to Barbareux-Farry, are developed by techniques that can be standardized. They are: 1) a perfecdy tuned pitch throughout the vocal range; 2) a uniformity of resonance on each tone; 3) delicacy of touch, spontaneity and freedom of utterance throughout the voice; 4) well balanced pianissimo to fortissimo controls on separate and connected tones; 5) mastery of legato and staccato techniques; 6) a well poised mezza voce; 7) standard diction; 8) sincerity of interpretadon; 9) facial expression and posture well disposed. She warns, however, that the danger of all systems of voice culture is the loss of individuality through mechanical over-training. [34, p. 183 and p. 140]
Opposing standardization. The opinions against standardization of teaching methods are epitomized in the argument that each individual must be treated differently because no two voices are exactly alike. [James 300, p. 9; Hffl 272, p. 53] According to Caruso, there are as many methods as there are singers and one singer's method might be entirely useless to another who tried it. Only the musical part of a vocal education can be standardized. [Marafioti 368, p. 156 and p. 16] Other representative statements supporting this belief are: |
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