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CONCEPTS OF VOCAL PEDAGOGY 51
3. Natural timbre (quality) takes precedence over range. [Gota Ljungberg 350]
4. "Being a baritone or a tenor . . . depends solely upon the natural color or timbre of the voice." [Friedrich Schorr 497]
5. Voices are classified by fundamental differences in timbre or quality rather than range. [Edward Johnson 306]
6. Quality is the chief factor. Range is secondary. [Grundman and Schumacher 218, p. 12]
7. When in doubt, let quality be the deciding factor. [Wharton 655, p. 15; Marchesi 369, p. 45]
8. Range alone is deceptive. Voices should be classified, rather, by "native quality" and timbre. [Hall and Brown 227, p. 46]
9. Compass (range) is variable whereas color is a "more or less stable" characteristic. [Grace 207, p. 3]
10. Voices, like other musical instruments should be classified according to quality, not range. The quality of any instrument best reveals its individual characteristics. [Barbareux-Parry 34, p. 149; Dossert 140, p. 59]
Finally, Woods suggests that "range plus quality should determine the classification of voices" and the assignment of vocal exercises and songs. [688, p. 11] Stella Roman adds the interesting opinion that the effortless "speaking voice" of each singer because "it does not submit easily to forcing" is a useful guide to vocal clasification. [475]
First lessons. Fifteen authors discuss the nature and specific content of first vocal lessons, although the usual treatment of this subject is rather fragmentary and inconclusive. In order to provide a logical reorientation for the teacher of singing, it may be helpful to prefix a brief general description of the vocal lesson:
Like most forms of specialized technical training, the typical vocal lesson usually consists of a short period (approximately 30 to 45 minutes) of individualized instruction devoted to a specific limited area of the subject. The presentation and treatment of subject matter depends upon the capacity and progress of the individual student but the typical lesson period encompasses materials studied before, during and after each lesson. The teacher lectures, demonstrates, accompanies and corrects the student. The student listens, cjiscusses and performs for the teacher. In general, a miscellaneous type of instruction is given, varying with the individual and deriving its main pedagogical values from precept, experience, observation and deduction. [Dictionary of Education 706] |
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