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Summer 2018 ACDA Western Region Summer: Rest, Reboot, Re-Energize
ADVERTISERS LEADERSHIP The Rest of the Story… Travis Rogers President In the middle of the craziness that was a part of the planning for the western region ACDA conference, I spent twelve days in Delhi, India, assisting my wife, Sharon, with rehearsals for her final show (the junior version of Shrek with her 6-8 grade theater students) before her retirement from the American Embassy School at the end of this school year. Sitting at Sharon’s apartment kitchen table very early on an early February Monday morning working on the conference, literally at the very same time that the Super Bowl was being played in the states (Delhi is 13½ hours ahead of Pacific Standard Time), I received a very interesting unsolicited email from somebody I had never heard of before. Leeav Sofer, the email’s author, had sent a long presenting the unique mission of this choir? Frankly, message telling me about the Urban Voices Project, a was this going to bomb? homeless choir, with a request that, though our The Thursday morning of the conference, I was quite conference at that point was only 6½ weeks away from nervous after we heard two fantastic choirs that opened happening, would there be any way that the group could the concert session and then saw the Urban Voices be involved as part of our ACDA Project Choir start to set up their conference in Pasadena? equipment on the church platform. The The email was very well written. I moment of truth was quickly was intrigued, to say the least. -
Lessons for the Vocal Cross-Training Singer and Teacher Lara C
University of South Carolina Scholar Commons Theses and Dissertations Spring 2019 Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher Lara C. Wilson Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Music Performance Commons Recommended Citation Wilson, L. C.(2019). Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5248 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher by Lara C. Wilson Bachelor of Music Cincinnati College-Conservatory of Music, 1991 Master of Music Indiana University, 1997 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Musical Arts in Performance School of Music University of South Carolina 2019 Accepted by: E. Jacob Will, Major Professor J. Daniel Jenkins, Committee Member Lynn Kompass, Committee Member Janet Hopkins, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Lara C. Wilson, 2019 All Rights Reserved ii DEDICATION To my family, David, Dawn and Lennon Hunt, who have given their constant support and unconditional love. To my Mom, Frances Wilson, who has encouraged me through this challenge, among many, always believing in me. Lastly and most importantly, to my husband Andy Hunt, my greatest fan, who believes in me more sometimes than I believe in myself and whose backing has been unwavering. -
Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600
Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 By Leon Chisholm A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Music in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Kate van Orden, Co-Chair Professor James Q. Davies, Co-Chair Professor Mary Ann Smart Professor Massimo Mazzotti Summer 2015 Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 Copyright 2015 by Leon Chisholm Abstract Keyboard Playing and the Mechanization of Polyphony in Italian Music, Circa 1600 by Leon Chisholm Doctor of Philosophy in Music University of California, Berkeley Professor Kate van Orden, Co-Chair Professor James Q. Davies, Co-Chair Keyboard instruments are ubiquitous in the history of European music. Despite the centrality of keyboards to everyday music making, their influence over the ways in which musicians have conceptualized music and, consequently, the music that they have created has received little attention. This dissertation explores how keyboard playing fits into revolutionary developments in music around 1600 – a period which roughly coincided with the emergence of the keyboard as the multipurpose instrument that has served musicians ever since. During the sixteenth century, keyboard playing became an increasingly common mode of experiencing polyphonic music, challenging the longstanding status of ensemble singing as the paradigmatic vehicle for the art of counterpoint – and ultimately replacing it in the eighteenth century. The competing paradigms differed radically: whereas ensemble singing comprised a group of musicians using their bodies as instruments, keyboard playing involved a lone musician operating a machine with her hands. -
Vocal Pedagogy As It Relates to Choral Ensembles
Vocal Pedagogy as It Relates to Choral Ensembles Compiled by Dalan M. Guthrie March 2019 0 Introduction Vocal pedagogy is a topic that has been well-defined for centuries. There are comprehensive books, treatises, dissertations and opinions on every facet of technique as it relates to healthy production of voice in the bel-canto style. For most of its existence as a topic, it has been almost completely limited to the individual study of voice as it pertains to the soloist. Vocal pedagogy as it pertains to choral ensembles is a relatively recent topic of study that has only started to be defined in the last 50 or so years. It is the aim of this bibliography to comprehensively represent the corpus of research of vocal pedagogy as it relates to the choral ensemble. This includes helping to define the role of the choral director, voice teacher, and singer in their responsibility in the education of vocal performance in both solo and choral settings. The nature of this research is pedagogical. Because of this, it is difficult to scientifically define a “correct” methodology of teaching voice. However, the teaching of voice has been evolving for centuries and continues to evolve. As we learn more about vocal science, we can apply them to old models and find new techniques to implement them in simple ways. The techniques change and will always change, but the underlying principles are being reinforced as necessary by authority figures on the subject and by those who practice voice. The stereotype that the comparison of solo and choral singing invariably brings is that of the director and the voice teacher continually at odds with one another over the approach to the vocal education of their students at the secondary and collegiate levels. -
Why Do Singers Sing in the Way They
Why do singers sing in the way they do? Why, for example, is western classical singing so different from pop singing? How is it that Freddie Mercury and Montserrat Caballe could sing together? These are the kinds of questions which John Potter, a singer of international repute and himself the master of many styles, poses in this fascinating book, which is effectively a history of singing style. He finds the reasons to be primarily ideological rather than specifically musical. His book identifies particular historical 'moments of change' in singing technique and style, and relates these to a three-stage theory of style based on the relationship of singing to text. There is a substantial section on meaning in singing, and a discussion of how the transmission of meaning is enabled or inhibited by different varieties of style or technique. VOCAL AUTHORITY VOCAL AUTHORITY Singing style and ideology JOHN POTTER CAMBRIDGE UNIVERSITY PRESS PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge CB2 IRP, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1998 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1998 Typeset in Baskerville 11 /12^ pt [ c E] A catalogue record for this book is available from the British Library library of Congress cataloguing in publication data Potter, John, tenor. -
Classroom / General Music NYSSMA® 2012 Sequential Guide for Music Instruction
Sequential Guide for Music Instruction ... Classroom / General Music NYSSMA® 2012 Sequential Guide for Music Instruction ... Classroom / General Music New York State School Music Association 2012 This is a project conceived and executed by the NYSSMA® Curriculum Committee. It is with gratitude and pride that the following individuals are recognized and appreciated for their tremendous contributions to Sequential Guide for Music Instruction: Curriculum Committee Dr. Mary Carlson, Nazareth College of Rochester Nikki J. Cole, Bath-Haverling Central School District Jennifer Davis, Chautauqua Central School District Marc E. Greene, Baldwin School District Sue Hoffmann, Union Endicott Central School District Erin Scudder, Amherst Central School District Linda Sullivan, Plattsburgh City School District Ann D. Trombley, Monticello School District Frederic A. Weingarten, Chair, Nazareth College of Rochester Nancy Guilfoyle, Rush-Henrietta Central School District – Past Committee Member In addition, several music educators throughout the state have given input to this committee that has helped to strengthen this document. We thank the following individuals for their time in thoughtful analysis of this work, and for their constructive comments: Diane Abrahamian; Lauren Audette; Lon Beery; Nathan Berry; Sheila Buck; Scott Cannan; Julie Along Carr; Ed Chiarello; Randy Czosnyka; Mark Fonder; Christa Fortin; Randy Gammiero; Rebecca Geblein; Nancy Guilfoyle; Kim Kane; Megan Ferguson-Koci; Amy Phillips; Alice Pratt; Melissa Reed; Aaron Rovitz; Barbara -
'The Performing Pitch of William Byrd's Latin Liturgical Polyphony: a Guide
The Performing Pitch of William Byrd’s Latin Liturgical Polyphony: A Guide for Historically Minded Interpreters Andrew Johnstone REA: A Journal of Religion, Education and the Arts, Issue 10, 'Sacred Music', 2016 The choosing of a suitable performing pitch is a task that faces all interpreters of sixteenth- century vocal polyphony. As any choral director with the relevant experience will know, decisions about pitch are inseparable from decisions about programming, since some degree of transposition—be it effected on the printed page or by the mental agility of the singers—is almost invariably required to bring the conventions of Renaissance vocal scoring into alignment with the parameters of the more modern SATB ensemble. To be sure, the problem will always admit the purely pragmatic solution of adopting the pitch that best suits the available voices. Such a solution cannot of itself be to the detriment of a compelling, musicianly interpretation, and precedent for it may be cited in historic accounts of choosing a pitch according to the capabilities of the available bass voices (Ganassi 1542, chapter 11) and transposing polyphony so as to align the tenor part with the octave in which chorale melodies were customarily sung (Burmeister 1606, chapter 8). At the same time, transpositions oriented to the comfort zone of present-day choirs will almost certainly result in sonorities differing appreciably from those the composer had in mind. It is therefore to those interested in this aspect of the composer’s intentions, as well as to those curious about the why and the wherefore of Renaissance notation, that the following observations are offered. -
The Singing Voice Specialist: an Essential Bridge Between Two Worlds
University of South Carolina Scholar Commons Theses and Dissertations Summer 2020 The Singing Voice Specialist: An Essential Bridge Between Two Worlds Rebecca Holbrook Loar Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Music Performance Commons Recommended Citation Loar, R. H.(2020). The Singing Voice Specialist: An Essential Bridge Between Two Worlds. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6056 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE SINGING VOICE SPECIALIST: AN ESSENTIAL BRIDGE BETWEEN TWO WORLDS by Rebecca Holbrook Loar Bachelor of Music Samford University, 1994 Master of Music Manhattan School of Music, 1998 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctorate of Musical Arts in Music Performance School of Music University of South Carolina 2020 Accepted by: Tina Stallard, Major Professor Serena Hill-LaRoche, Committee Member Jacob Will, Committee Member Lucinda Halstead, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Rebecca Holbrook Loar, 2020 All Rights Reserved. ii DEDICATION To my amazing family - my loving husband Victor, inquisitive son Nathaniel, and beautiful daughter Charlotte. Thank you for your sacrifice of late nights, dirty dishes, and lots of laundry during this process, especially during a global pandemic. To my parents for their endless support and encouragement. To my mother, the journalist, for acting as editor-in-chief on this project. To my sister for too many ‘pick me up’ phone calls to document. -
Study on the Differences of Vocal Music Teaching and Vocal Music
Advances in Social Science, Education and Humanities Research, volume 101 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017) Study on the Differences of Vocal Music Teaching and Vocal Music Singing Theory 1, a Shiwu Du 1 Southwest University of Science and Technology, Mianyang, Sichuan, China, 621010 a email Keywords: Vocal Music; Vocal Music; Vocal Music Teaching; Theoretical Key; Difference Abstract. Vocal music as a beautiful art, in our country has a long history of culture, experienced thousands of years of cultural baptism, the achievements of the vocal art now, to bring people a variety of colorful auditory enjoyment. In the process of vocal music development, gradually appeared vocal singing singer, as well as vocal music teaching-oriented education scholars, although the vocal art is the branch, but there is still a big difference between the two, this article for In the two different ideas to analyze the point of view, summed up the differences for the development of Chinese vocal music to provide a limited personal point of view. Introduction Vocal music from its literal meaning to understand can be directly interpreted as the human voice to sing the music, is a language with the form of artistic expression in the vocal music is divided into vocal music research and vocal music theory based on vocal teaching research, in the final analysis, the two branches of vocal music, and the study between the two also has a wide range of different, first vocal music is the main sound transmission, the theoretical basis of vocal music as a starting point for the process of theoretical practice, and vocal music teaching is More research people for vocal understanding and understanding. -
Vocal Techniques for the Instrumentalist
Kansas State University Libraries New Prairie Press NPP eBooks Monographs 2018 Vocal Techniques for the Instrumentalist Amy Rosine Kansas State University, [email protected] Follow this and additional works at: https://newprairiepress.org/ebooks Part of the Higher Education Commons, Music Education Commons, and the Other Music Commons This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Rosine, Amy, "Vocal Techniques for the Instrumentalist" (2018). NPP eBooks. 25. https://newprairiepress.org/ebooks/25 This Book is brought to you for free and open access by the Monographs at New Prairie Press. It has been accepted for inclusion in NPP eBooks by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. VOCAL TECHNIQUES FOR THE INSTRUMENTALIST Amy Rosine, D.M.A. 2nd Edition Copyright © 2018 Amy Rosine New Prairie Press Kansas State University Libraries Manhattan, Kansas Cover design by Kansas State University Libraries Background image courtesy of 1014404 Electronic edition available online at http://newprairiepress.org/ebooks/ This work is licensed under a Creative Commons Attribution-NonCommerical-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/4.0/ ISBN-13: 978-1-944548-19-3 Contents Introduction 2 Chapter 1 Why are you here? 3 Chapter 2 Healthy Singing 6 Chapter 3 Motivation 9 Chapter 4 Learning and Performing Vocal Music 11 Chapter 5 Respiration 13 Chapter 6 Phonation 15 Chapter 7 Voice Range 19 Chapter 8 Resonance 22 Chapter 9 Articulation 26 Bibliography 34 Appendix A Vocal Exercises i Appendix B Practice Log ii Appendix C Glossary iii Appendix D Italian IPA iv About the Author Vocal techniques for the instrumentalist 1 Introduction Heathy vocal production is necessary for everyone in the teaching field. -
Church Music in Seventeenth-Century New Mexico
New Mexico Historical Review Volume 40 Number 1 Article 2 1-1-1965 Church Music in Seventeenth-Century New Mexico Lincoln Bunce Spiess Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Spiess, Lincoln Bunce. "Church Music in Seventeenth-Century New Mexico." New Mexico Historical Review 40, 1 (1965). https://digitalrepository.unm.edu/nmhr/vol40/iss1/2 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. 5 CHURCH MUSIC IN SEVENTEENTH-CENTURY NEW MEXICO LINCOLN BUNCE SPIESS EVEN IN RUINS, the impressive beauty of the seventeenth-century mission churches in New Mexico, is visible witness to the north ward spread of the zeal of the Franciscan friars. Yet we have little tangible evidence of church music' used in these same splendid buildings. Certainly plainchant must have been used because of its integral part in the liturgy of the Church. Moreover, when we remember that polyphonic choral music was in its golden age in both Spain and Mexico at the turn of the seventeenth century, it hardly seems credible that the New Mexican friars could have paralleled the architectural endeavors of their brethren in Old Mexico without also emulating their choral achievements. Musical instruments were used in European churches arid in religious pro cessions in the sixteenth and seventeenth centuries/ and we know that they were used in much the same way in the Spanish New World, including Mexico and New Mexico. -
Vivaldi's Opera; Hundreds of Happy and Beautiful Girls; Artistic Style; Performance Skills
International Conference on Education, Management and Computing Technology (ICEMCT 2015) Artistic Style and Performance Skill of Aria Hundreds of Happy and Beautiful Girls Hui Zhang Department of Art, Ankang University, Ankang 725000, China Keywords: Vivaldi's opera; Hundreds of Happy and Beautiful Girls; Artistic style; Performance skills Abstract. The opera creation of Vivaldi was one of the outstanding representatives of baroque music style, and is still an inseparable teaching material in the vocal music learning. Taking the mezzo-soprano aria Hundreds of Happy and Beautiful Girls in Vivaldi's opera Loyal Fairy as an example, it is attempted to discuss the artistic characteristics and performance skills of Vivaldi's opera, and it is concluded that the performers should both comply with the classic regulations, and master and perform the artistic style that Vivaldi's opera is full of the passion of force, has energetic and strongly growing vitality, so as to deduce the figure image in the opera with the spirit of times. Introduction Baroque style is one of the important parts of European artistic and social civilization, which benefited the music exploration, drawing and literature at that time with its mature and rich human spiritual connotation, as well as the meticulous and beautiful progressivism in literature atmosphere and the clear naturalism artistic charm, especially it had a profound and deep penetration to the important works opera performance. The "baroque" period was a great period of opera birth, and also an important period of vocal music art development. The vocal music art in this period advocated the "sweet, soft and love-filling" sound.