Vocalise with Vocal Ease

Total Page:16

File Type:pdf, Size:1020Kb

Vocalise with Vocal Ease Vocalise with Vocal Ease Singer Challenges 2 Anatomy of the Larynx 3 The Breath Cycle 4 Understanding How the Vocal Folds Make Sound 5 Fun Facts About the Vocal Folds 6 Development of the Young Voice 7 Voice Structure Basics 8 Classifying the Voice 9-10 Building Healthy Vocal TechniQue 11 Useful TechniQue Tools 12-13 Belting Vibrato and Mix 14-15 Repertoire to Build Young Voices 16-17 The Voice Team 18 How to Choose a Voice Teacher 19 General Vocal Hygiene & Medical Information 20-21 Laryngologist Contact Information 22 2 General Singer Challenges • Our instrument is INSIDE our body and we cannot see most of how it works. Furthermore, what we feel may not accurately represent what’s happening on a physiological level. • Physical, mental, and emotional factors can have a big impact on singing, and how we feel and sound can change constantly. • As human beings, we cannot hear ourselves accurately. • Every human body is different, so every singer will need a slightly different approach. • There is no universally agreed upon terminology to talk about singing. • Voice teachers have a WIDE variety of backgrounds and there are no universal Qualifications. • Voice science changes constantly and there’s still a lot we don’t know! Musical Theatre Singer Challenges • Musical Theatre singers have to be incredibly versatile because the art form encompasses so many different musical styles. • Professionals must have the endurance to perform 8 shows per week, sometimes while rehearsing or doing publicity events at the same time. • We often have to dance while singing. • In Musical Theatre, your “voice type” tends to be associated with how you look as much as (and sometime more than) how you sound. • Industry members (Agents, Managers, Casting Directors, Directors, Music Directors, Composers, etc.) often have little to no understanding of voice science. • Musical Theatre performers are under tremendous pressure to deliver a product in a highly competitive field, whether that product is healthy for their bodies or not. • Musical Theatre isn’t a particularly lucrative profession, so self-care can be difficult! 3 Anatomy of the Larynx Illustration credit: New York University, https://www.mayoclinic.org/diseases-conditions/laryngitis/symptoms-causes/syc-20374262 4 The Breath Cycle Step #1: The diaphragm contracts to flatten and the external intercostal muscles contract to pull ribs apart. The diaphragm pushes the the abdominal organs down and abdominal muscles release to make room for increased lung volume. Step #2: As the volume of the lungs increases, air pressure decreases and a vacuum is created inside of them. Air is inhaled. Step #3: Elastic recoil causes lung volume to decrease. The external intercostals and the diaphragm relax. Step #4: As the volume of the lungs decreases, air pressure increases. Air is exhaled. IMPORTANT: In normal breathing, we don’t use any muscles to exhale. We can, however, engage the internal intercostals and the abdominal muscles to exhale more fully or to regulate the rate at which we release air, as will be necessary for singing. Illustration credit: https://step1.medbullets.com/respiratory/117007/muscles-of-respiration 5 Understanding How the Vocal Folds Make Sound Interarytenoids (IAs) Posterior Cricoarytenoids (PCAs) Lateral Cricoarytenoids (LCAs) Vocal Folds Trachea Cricothyroid Muscle Thyroid Cartilage The human vocal folds (view from above) Image 1: When you breathe in, the PCAs Image 2: As exhaled air comes through the make the vocal folds abduct, or pull apart. Trachea, the LCAs and IAs make the vocal folds adduct, or come together. Air moves over your vocal folds causing them to vibrate. The vibrations are what makes sound. Image 3: Pitch is determined by the Image 4: The Crico-Thyroid muscle pulls length of your vocal folds. When the folds the Thyroid Cartilage forward and down are shorter and fatter, you get lower causing the vocal folds get longer and pitches. skinnier, resulting in higher pitches. When females sing very high notes or when male singers use their falsetto range, the vocal folds may be stretched so much Illustration Credit: Bethea Medical Media Photo Credit: Sydney Voice and Swallowing that they don't touch fully. 6 Illustration credit: https://www.sccpre.cat/pngs/674714/, http://www.clipartly.com/wow-speech-bubble-png/, Additional illustrations by Ashleigh Junio 7 Development of the Young Voice ● The human larynx takes many years to fully develop, both in terms of anatomy and coordination. Parts of the human instrument won’t finish developing until after puberty, and it can take years beyond that for the voice to reach its full potential (mid 20s-mid-30s for most singers). ● The larynges of male and female children are believed to be the same until the introduction of hormones in puberty, when they begin to change in size. Female larynges increase approximately 20-30%, males 60-70%. Voice changes during puberty typically take between 6 months to 1 year, but can take as long as 3 years. ● Cisgender Males: During puberty, testosterone and dihydrotestosterone cause the larynx to increase drastically in size and the vocal folds to become thicker. Overall range will narrow and then drop approximately one octave. This is a period of tremendous vocal instability and it may be necessary to adjust vocal exercises and repertoire often during this time to make the singer more comfortable. Although there is not very much scientific proof, anecdotal wisdom says that young males who train their voice (gently) through puberty may experience less instability than those who don’t. ● Cisgender Females: Menstruating females will experience changes in their vocal folds that correspond with their monthly hormonal cycle. Premenstrual Voice Syndrome (PMVS) results in vocal fatigue, decreased range, and loss of vocal power. This is thought to be the result of vocal fold swelling and thicker mucous secretions, which change how the folds move. It’s very common for young females to have a “breathy” Quality to their voice because how their laryngeal musculature develops. This is perfectly natural and will improve with time and training. There is no need to force the breathy Quality out of the voice. ● Transgender Males- the introduction of testosterone will change the size of the larynx and the thickness/length of the vocal folds, resulting in lower speaking/singing pitches. As with cisgender males, transgender male vocal ranges are likely to drop approximately one octave, and the singer is likely to experience vocal instability during this time. ● Transgender Females- the introduction of estrogen does not change the size of the larynx or the thickness/length of the vocal folds, but it’s possible that some transgender females will experience Premenstrual Voice Syndrome like cisgender females. ● Rule of thumb for ALL singers going through hormonal changes: Proceed with vocal training carefully and be open with your voice teacher. If they have a sense of what you’re experiencing physically, they can help you reach your voice goals more efficiently! 8 Voice Structure Basics Every human voice is uniQue- as uniQue as a fingerprint, in fact- but there are some things that will be useful for all singers to know about their instrument. Vocal Range- The full range of notes that a person can sing. Vocal range is often expressed with a letter and a number. The letter is the name of the note being sung while the number refers to octave in which it appears on a piano keyboard. For example: B3-C6. Vocal Tessitura- The range of notes that is the most comfortable for a person to sing. This is often a more useful concept that exact vocal range because it indicates where the voice naturally wants to “live” and where it sounds best. This is also expressed with a letter and a number, and can be helpful to have on your resume. Voice Structure- It may not surprise you to know that the singing community has a LOT of different ways to talk about how a voice is structured, and not everyone agrees on the science or the terminology. That being said, many people will agree that the voice can essentially be broken into three different sections: 1. High Voice- The higher part of the singer’s range (sometimes referred to as head voice, loft, or falsetto) 2. Low Voice- The lower part of the singer’s range (sometimes referred to as the chest voice or modal voice) 3. Middle Voice- The part in between the high and low voices (sometimes referred to as the mix) Passaggio- An Italian term that means “passage” and is commonly used to describe the transition from one part of the voice the another (these are also sometimes called “Lift Points” or “Breaks”). Although the exact nature of the Passaggio is highly debated, many people will agree that there are two in each voice: 1. Primo Passaggio- the transition between the low and middle voice. 2. Secondo Passaggio- the transition between the middle and high voice. Singing in or through these areas is often a bit tricky, especially when it comes to the Secondo Passaggio. Many young singers report that the voice will feel unstable or weak in that area, and it is a common place for the voice to “crack” or go off pitch. 9 Classifying the Voice When it comes to singing, performers, teachers and industry members often need to categorize voices. Below are some terms and ideas that may be useful to know as you start to develop your voice and communicate about it with others. Voice Type- In musical theatre, we typically see voice type expressed with these terms (*The notes listed are general tessituras rather than exact complete range and can vary from person- to-person): ● Bass- The lowest male voice type (C2- E4) ● Baritone- The middle male voice type (F2-G4) ● Tenor- The highest male voice type (B2- C5) ● Alto- The lowest female voice type (E3- E5) ● Mezzo-Soprano- The middle female voice type (G3-G5) ● Soprano- The highest female voice type (C4-C6) Other Factors in Determining Voice Type Location of the Secondo Passaggio- This often says a lot about a developing singer’s voice type (sometimes as much as or more than vocal range/tessitura).
Recommended publications
  • Falsetto Head Voice Tips to Develop Head Voice
    Volume 1 Issue 27 September 04, 2012 Mike Blackwood, Bill Wiard, Editors CALENDAR Current Songs (Not necessarily “new”) Goodnight Sweetheart, Goodnight Spiritual Medley Home on the Range You Raise Me Up Just in Time Question: What’s the difference between head voice and falsetto? (Contunued) Answer: Falsetto Notice the word "falsetto" contains the word "false!" That's exactly what it is - a false impression of the female voice. This occurs when a man who is naturally a baritone or bass attempts to imitate a female's voice. The sound is usually higher pitched than the singer's normal singing voice. The falsetto tone produced has a head voice type quality, but is not head voice. Falsetto is the lightest form of vocal production that the human voice can make. It has limited strength, tones, and dynamics. Oftentimes when singing falsetto, your voice may break, jump, or have an airy sound because the vocal cords are not completely closed. Head Voice Head voice is singing in which the upper range of the voice is used. It's a natural high pitch that flows evenly and completely. It's called head voice or "head register" because the singer actually feels the vibrations of the sung notes in their head. When singing in head voice, the vocal cords are closed and the voice tone is pure. The singer is able to choose any dynamic level he wants while singing. Unlike falsetto, head voice gives a connected sound and creates a smoother harmony. Tips to Develop Head Voice If you want to have a smooth tone and develop a head voice singing talent, you can practice closing the gap with breathing techniques on every note.
    [Show full text]
  • Voice Types in Opera
    Voice Types in Opera In many of Central City Opera’s educational programs, we spend some time explaining the different voice types – and therefore character types – in opera. Usually in opera, a voice type (soprano, mezzo soprano, tenor, baritone, or bass) has as much to do with the SOUND as with the CHARACTER that the singer portrays. Composers will assign different voice types to characters so that there is a wide variety of vocal colors onstage to give the audience more information about the characters in the story. SOPRANO: “Sopranos get to be the heroine or the princess or the opera star.” – Eureka Street* “Sopranos always get to play the smart, sophisticated, sweet and supreme characters!” – The Great Opera Mix-up* A soprano is a woman’s voice type. There are many different kinds of sopranos within the general category: coloratura, lyric, and spinto are a few. Coloratura soprano: Diana Damrau as The Queen of the Night in The Magic Flute (Mozart): https://youtu.be/dpVV9jShEzU Lyric soprano: Mirella Freni as Mimi in La bohème (Puccini): https://youtu.be/yTagFD_pkNo Spinto soprano: Leontyne Price as Aida in Aida (Verdi): https://youtu.be/IaV6sqFUTQ4?t=1m10s MEZZO SOPRANO: “There are also mezzos with a lower, more exciting woman’s voice…We get to be magical or mythical characters and sometimes… we get to be boys.” – Eureka Street “Mezzos play magnificent, magical, mysterious, and miffed characters.” – The Great Opera Mix-up A mezzo soprano is a woman’s voice type. Just like with sopranos, there are different kinds of mezzo sopranos: coloratura, lyric, and dramatic.
    [Show full text]
  • Male Zwischenfächer Voices and the Baritenor Conundrum Thaddaeus Bourne University of Connecticut - Storrs, [email protected]
    University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 4-15-2018 Male Zwischenfächer Voices and the Baritenor Conundrum Thaddaeus Bourne University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Bourne, Thaddaeus, "Male Zwischenfächer Voices and the Baritenor Conundrum" (2018). Doctoral Dissertations. 1779. https://opencommons.uconn.edu/dissertations/1779 Male Zwischenfächer Voices and the Baritenor Conundrum Thaddaeus James Bourne, DMA University of Connecticut, 2018 This study will examine the Zwischenfach colloquially referred to as the baritenor. A large body of published research exists regarding the physiology of breathing, the acoustics of singing, and solutions for specific vocal faults. There is similarly a growing body of research into the system of voice classification and repertoire assignment. This paper shall reexamine this research in light of baritenor voices. After establishing the general parameters of healthy vocal technique through appoggio, the various tenor, baritone, and bass Fächer will be studied to establish norms of vocal criteria such as range, timbre, tessitura, and registration for each Fach. The study of these Fächer includes examinations of the historical singers for whom the repertoire was created and how those roles are cast by opera companies in modern times. The specific examination of baritenors follows the same format by examining current and
    [Show full text]
  • A Countertenor's Reference Guide to Operatic Repertoire
    A COUNTERTENOR’S REFERENCE GUIDE TO OPERATIC REPERTOIRE Brad Morris A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC May 2019 Committee: Christopher Scholl, Advisor Kevin Bylsma Eftychia Papanikolaou © 2019 Brad Morris All Rights Reserved iii ABSTRACT Christopher Scholl, Advisor There are few resources available for countertenors to find operatic repertoire. The purpose of the thesis is to provide an operatic repertoire guide for countertenors, and teachers with countertenors as students. Arias were selected based on the premise that the original singer was a castrato, the original singer was a countertenor, or the role is commonly performed by countertenors of today. Information about the composer, information about the opera, and the pedagogical significance of each aria is listed within each section. Study sheets are provided after each aria to list additional resources for countertenors and teachers with countertenors as students. It is the goal that any countertenor or male soprano can find usable repertoire in this guide. iv I dedicate this thesis to all of the music educators who encouraged me on my countertenor journey and who pushed me to find my own path in this field. v PREFACE One of the hardships while working on my Master of Music degree was determining the lack of resources available to countertenors. While there are opera repertoire books for sopranos, mezzo-sopranos, tenors, baritones, and basses, none is readily available for countertenors. Although there are online resources, it requires a great deal of research to verify the validity of those sources.
    [Show full text]
  • Universiv Micrmlms Internationcil
    INFORMATION TO USERS This reproduction was made from a copy o f a document sent to us for microHlming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify m " '<ings or notations which may appear on this reproduction. 1. The sign or “ target” for pages apparently lacking from the document photographed is “ Missing Page(s)” . I f it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting througli an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyriglited materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part o f the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin film ing at the upper le ft hand comer o f a large sheet and to continue from left to right in equal sections w ith small overlaps. I f necessary, sectioning is continued again—beginning below the first row and continuing on until complete.
    [Show full text]
  • Vocal Tract Dimensions and Vocal Fold Vibratory Characteristics Title of Professional Singers of Different Singing Voice Types
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HKU Scholars Hub Vocal tract dimensions and vocal fold vibratory characteristics Title of professional singers of different singing voice types Author(s) Chan, Ka-u; 陳加裕 Chan, K. [陳加裕]. (2012). Vocal tract dimensions and vocal fold vibratory characteristics of professional singers of different Citation singing voice types. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Issued Date 2012 URL http://hdl.handle.net/10722/237890 This work is licensed under a Creative Commons Attribution- NonCommercial-NoDerivatives 4.0 International License.; The Rights author retains all proprietary rights, (such as patent rights) and the right to use in future works. Running head: VOCAL TRACT AND VOICE SOURCE CHARACTERISTICS 1 Vocal tract dimensions and vocal fold vibratory characteristics of professional singers of different singing voice types Chan, Ka U Edith A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2012. VOCAL TRACT AND VOICE SOURCE CHARACTERISTICS 2 Abstract This study aimed to examine the relationship between different singing voice types and their vocal fold vibratory characteristics and vocal tract dimensions. A total of 19 tenors, 10 baritones, 29 sopranos, and 4 mezzo-sopranos participated in the study. Electroglottography (EGG) was used to measure the vocal fold vibratory characteristics, based on which parameters including open quotient (Oq) and fundamental frequency (F0) were derived. During the experiment, the participants sang the song “Happy Birthday” with constant loudness level and at the most comfortable pitch level.
    [Show full text]
  • Voice Types Are Soprano, Mezzo Soprano, Tenor and Baritone
    The four most common voice types are Soprano, Mezzo Soprano, Tenor and Baritone. FEMALE VOCAL RANGE RANGE FEMALE EXAMPLES Highest Soprano Coloratura Soprano Lucia in Lucia di Lammermoor Lyric Soprano Violetta in La Traviata Dramatic Soprano Leonara in Il Trovatore Mezzo Soprano Coloratura Mezzo Rosina in The Barber of Seville Dramatic Mezzo Carmen in Carmen Lowest Contralto Katisha in The Mikado VOICE SOPRANO The highest of the female voice types, the soprano has always had a TYPES place of importance in the order of vocal types. In the operatic world, the soprano is almost always the ‘heroine’ or leading character within an opera. MEZZO SOPRANO The mezzo is the lower-ranged female voice type. Throughout opera history the mezzo has been used to convey many different types of characters: everything from boys or young men (these are called trouser or pants roles), to mother-types, witches, gypsies and old women. The four most common voice types are Soprano, Mezzo Soprano, Tenor and Baritone. MALE VOCAL RANGE RANGE MALE EXAMPLES Highest Tenor Light Lyric Tenor Nemorino in La Cenerentola Lyric Tenor Nadir in the Pearlfishers Lyric-dramatic Tenor Rodolfo in La Boheme Dramatic Tenor Canio in Pagliacci Heldentenor Tristan in Tristan und Isolde Baritone Papageno in The Magic Flute Bass-baritone Figaro in The Magic of Figaro VOICE Lowest Bass Sarastro in The Magic Flute TENOR The Tenor is the highest of the male voices and has many sub categories TYPES such as a lyric tenor and a dramatic tenor. The tenor is usually cast in the romantic roles of opera.
    [Show full text]
  • Voice Dysphoria and the Transgender and Genderqueer Singer
    What the Fach? Voice Dysphoria and the Transgender and Genderqueer Singer Loraine Sims, DMA, Associate Professor, Edith Killgore Kirkpatrick Professor of Voice, LSU 2018 NATS National Conference Las Vegas Introduction One size does not fit all! Trans Singers are individuals. There are several options for the singing voice. Trans woman (AMAB, MtF, M2F, or trans feminine) may prefer she/her/hers o May sing with baritone or tenor voice (with or without voice dysphoria) o May sing head voice and label as soprano or mezzo Trans man (AFAB, FtM, F2M, or trans masculine) may prefer he/him/his o No Testosterone – Probably sings mezzo soprano or soprano (with or without voice dysphoria) o After Testosterone – May sing tenor or baritone or countertenor Third Gender or Gender Fluid (Non-binary or Genderqueer) – prefers non-binary pronouns they/them/their or something else (You must ask!) o May sing with any voice type (with or without voice dysphoria) Creating a Gender Neutral Learning Environment Gender and sex are not synonymous terms. Cisgender means that your assigned sex at birth is in agreement with your internal feeling about your own gender. Transgender means that there is disagreement between the sex you were assigned at birth and your internal gender identity. There is also a difference between your gender identity and your gender expression. Many other terms fall under the trans umbrella: Non-binary, gender fluid, genderqueer, and agender, etc. Remember that pronouns matter. Never assume. The best way to know what pronouns someone prefers for themselves is to ask. In addition to she/her/hers and he/him/his, it is perfectly acceptable to use they/them/their for a single individual if that is what they prefer.
    [Show full text]
  • Developing the Young Dramatic Soprano Voice Ages 15-22 Is Approved in Partial Fulfillment of the Requirements for the Degree Of
    DEVELOPING THE YOUNG DRAMATIC SOPRANO VOICE AGES 15-22 By Monica Ariane Williams Bachelor of Arts – Vocal Arts University of Southern California 1993 Master of Music – Vocal Arts University of Southern California 1995 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Musical Arts School of Music College of Fine Arts The Graduate College University of Nevada, Las Vegas December 2020 Copyright 2021 Monica Ariane Williams All Rights Reserved Dissertation Approval The Graduate College The University of Nevada, Las Vegas November 30, 2020 This dissertation prepared by Monica Ariane Williams entitled Developing the Young Dramatic Soprano Voice Ages 15-22 is approved in partial fulfillment of the requirements for the degree of Doctor of Musical Arts School of Music Alfonse Anderson, DMA. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Chair Graduate College Dean Linda Lister, DMA. Examination Committee Member David Weiller, MM. Examination Committee Member Dean Gronemeier, DMA, JD. Examination Committee Member Joe Bynum, MFA. Graduate College Faculty Representative ii ABSTRACT This doctoral dissertation provides information on how to develop the young dramatic soprano, specifically through more concentrated focus on the breath. Proper breathing is considered the single most important skill a singer will learn, but its methodology continues to mystify multitudes of singers and voice teachers. Voice professionals often write treatises with a chapter or two devoted to breathing, whose explanations are extremely varied, complex or vague. Young dramatic sopranos, whose voices are unwieldy and take longer to develop are at a particular disadvantage for absorbing a solid vocal technique. First, a description, classification and brief history of the young dramatic soprano is discussed along with a retracing of breath methodologies relevant to the young dramatic soprano’s development.
    [Show full text]
  • Vocalist (Singer/Actor)
    Vocalist (Singer/Actor) Practitioner 1. Timbre--the perceived sound quality of a musical note or tone that distinguishes different types of sounds from one another 2. Head Voice--a part of the vocal range in which sung notes cause the singer to perceive a vibratory sensation in his or her head 3. Chest Voice-- a part of the vocal range in which sung notes cause the singer to perceive a vibratory sensation in his or her chest 4. Middle Voice-- a part of the vocal range which exists between the head voice and chest voice in a female vocalist 5. Falseto Voice--a part of the vocal range the exist above the head voice in a male vocalist 6. Tessitura—the most musically acceptable and comfortable vocal range for a given singer 7. Modal Voice--the vocal register used most frequently in speech and singing; also known as the resonant mode of the vocal cords, it is the optimal combination of airflow and glottal tension that yields maximum vibration 8. Passaggio--the term used in classical singing to describe the transition between vocal registers (i.e. head voice, chest voice, etc.) 9. Belting—a specific technique of singing by which a singer brings his or her chest register above its natural break point at a loud volume; often described and felt as supported and sustained yelling 10. Melisma—a passage of multiple notes sung to one syllable of text 11. Riffs and Runs –melodic notes added by the singer to enhance the expression and emotional intensity of a song; a form of vocal embellishments during singing 12.
    [Show full text]
  • The Baritone Voice in the Seventeenth and Eighteenth Centuries: a Brief Examination of Its Development and Its Use in Handel’S Messiah
    THE BARITONE VOICE IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES: A BRIEF EXAMINATION OF ITS DEVELOPMENT AND ITS USE IN HANDEL’S MESSIAH BY JOSHUA MARKLEY Submitted to the graduate degree program in The School of Music and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Musical Arts. ________________________________ Chairperson Dr. John Stephens ________________________________ Dr. Michelle Hayes ________________________________ Dr. Paul Laird ________________________________ Dr. Julia Broxholm ________________________________ Mr. Mark Ferrell Date Defended: 06/08/2016 The Dissertation Committee for JOSHUA MARKLEY certifies that this is the approved version of the following dissertation: THE BARITONE VOICE IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES: A BRIEF EXAMINATION OF ITS DEVELOPMENT AND ITS USE IN HANDEL’S MESSIAH ________________________________ Chairperson Dr. John Stephens Date approved: 06/08/2016 ii Abstract Musicians who want to perform Handel’s oratorios in the twenty-first century are faced with several choices. One such choice is whether or not to use the baritone voice, and in what way is best to use him. In order to best answer that question, this study first examines the history of the baritone voice type, the historical context of Handel’s life and compositional style, and performing practices from the baroque era. It then applies that information to a case study of a representative sample of Handel’s solo oratorio literature. Using selections from Messiah this study charts the advantages and disadvantages of having a baritone sing the solo parts of Messiah rather than the voice part listed, i.e. tenor or bass, in both a modern performance and an historically-informed performance in an attempt to determine whether a baritone should sing the tenor roles or bass roles and in what context.
    [Show full text]
  • The Connected Voice Teacher
    061-100_JOS_SeptOct10_depts_C 7/30/10 2:16 PM Page 67 THE PRIVATE STUDIO Carl Swanson, Associate Editor The Connected Voice Teacher Kari Ragan INGERS WHO CHOOSE TO TEACH privately instead of pursuing an aca- demic position experience both rewards and challenges. Private teach- ing grants independence, but also isolates teachers in a profession that depends upon collaboration and connection. Nevertheless, they Scan find many opportunities to stay engaged and informed. This article sug- gests numerous ways in which teachers can connect outside the boundaries of the private voice studio, including continued education, networking, per- forming, and fostering collegial relationships. Kari Ragan EDUCATE For centuries, singing technique has been passed down from generation to gen- eration. However, the past few decades have brought about a great deal of advancement in teaching singing through modern studies in voice science. This new information is having a profound impact on current voice peda- gogy. It is imperative that voice teachers in both private and university stu- dios continue to expand their knowledge of voice science so as not to perpetuate misconceptions inadvertently passed on from one teacher to the next. Various organizations provide opportunities for continuing education. NATS, The Voice Foundation, NYSTA, MENC, and Opera America are a few that can lead to remarkable collaborative relationships, not only from the singing perspective, but also from fields of medicine, speech, and drama. It is necessary for the effective voice teacher to be informed and educated beyond his or her collegiate degrees and to continually refresh his or her knowledge. Numerous voice-related organizations offer many opportuni- ties for teachers to develop and stay connected to a larger body of voice professionals.
    [Show full text]