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CONCEPTS OF VOCAL PEDAGOGY |
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15. "The voice must be trained with musical rather than mechanical ideas/* [Clippinger 104, Foreword] "Mentality and mechanism" are the mainstays of vocal training. But we are primarily developing concepts, not muscles. [112] Therefore, direct control in voice training is peda-gogically unsound. [104, p. 1] "Voice does not sing. Musical intelligence sings." [117]
16. The old Italian school was founded on psychological procedures for training the mind and ear; thus indirectly controlling and cultivating the physical vocal organs. [Kelly 312]
17. Voice training is an "inside job." [Hall 223]
18. The art of singing is predominantly mental, not physical, requiring imagination and interpretative skill. [Stephens 582; White 659, p. 39]
19. Imagination and creative effort should enter into even the singing of scales and exercises. [Witherspoon 677, p. 10]
20. Voice is an instrument of emotional expression and its production and control can be approached only through the imagination. [Allen 7, p. 23]
21. Concentration, intense and unwavering, is the greatest mental aid to expression in singing. All progress depends upon this ability. [Wood 686, p. 18]
22. Voice teaching is positive when it promotes mental activity and negative when it enforces conscious physical controls. [Stanley 577, p.
23. The voice pupil must be taught to sing by inspiration and must be protected from the specious doctrines of breath support, registers and diaphragmatic control. [Marafioti 368, p. 220]
24. "Every good thing in the way of adjustment of the vocal instrument can be brought about by indirection , . . and the dangers of local action thus avoided." [Wodell 681; Thomas 606; Hall 222]
25. Correct control of all the vocal muscles can be achieved through "mental pictures." [Queena Mario 371]
In conclusion, Harold G. Seashore's comment that the psychological approach is preeminent in all vocal teaching is interesting. Vocal science, he claims, is indebted to psychology for important factual disclosures in an otherwise obscure pedagogy that hitherto was largely governed by empirical observations. [514] "The science of voice draws upon many fundamental sciences; notably physics, physiology, anatomy, anthropology, neurology and psychology. ... It has become the function of psychology |
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