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CONCEPTS OF VOCAL PEDAGOGY |
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breathing. Then hum a few musical tones while loosening the muscles of the neck and shoulders. [Felderman 173, p. 58]
2. "Lowering of the chin and simultaneous elevation of the chest [sternum] help to relax the neck muscles." [Schatz 492]
3. Rotate the head (the "neck roll") freely while the vocal tone is issuing from the lips. This will free the neck and throat from interfering tensions. [Otero 440; Novello-Davies 430, p. 119]
4. The entire under side of the chin must feel soft during phonation. "Any lump or hard spot under the chin [genio-glossus muscle] is dangerous to pure tone." [De Bar 128]
5. Capture the sensation of "complete relaxation" that occurs when singing on the lowest tones of the scale and continue to think "low tone relaxation" while raising the pitch. Muscular interferences can thus be prevented. [Dunkley 151, p. 37]
HANDLING BEGINNERS
Those who first enter upon a course of vocal study are called beginners. At the outset of instruction, several important problems confront the teacher of singing, such as, the preliminary determination of the nature and scope of the student's basic vocal equipment, its pitch range, characteristic quality of timbre and dynamic scope; and an appraisal of his hearing acuity, experience, educational background and musicianship. [Ed-gerton 157] Each of these factors aids the teacher in determining the student's potentialities and direction of growth and also indicates the limitations, if any, that he will have to overcome during the course of instruction he is to receive. These problems are more fully discussed under appropriate headings in succeeding chapters; but the preliminary classification of voices and the content of first lessons are given primary consideration here, in the following summation of the 45 statements that were gathered on these two topics.
Classifying voices. Classification is a concept embracing things that are similar or that possess certain characteristics in common. (W) In classifying the singing voice, these characteristics are qualitative variables that need specific measurement and categorical ranking in order that efficient vocal instruction may be given to suit the specific needs of each individual. Since vocal instruction proceeds mainly through the administration of individual practice drills and routine exercises, and the singing of songs, it is considered necessary to determine the type of vocal material that is most suited to each student's voice. To this end, voices are usually tested and classified. Stanley maintains, however, that the natural range, timbre or power of the beginner's voice is not always revealed at first. *Tn |
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