Application of Vocal Fry to the Training of Singers
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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. -
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. -
Treble Voices in Choral Music
loft is shown by the absence of the con• gregation: Bach and Maria Barbara were Treble Voices In Choral Music: only practicing and church was not even in session! WOMEN, MEN, BOYS, OR CASTRATI? There were certain places where wo• men were allowed to perform reltgious TIMOTHY MOUNT in a "Gloria" and "Credo" by Guillaume music: these were the convents, cloisters, Legrant in 1426. Giant choir books, large and religious schools for girls. Nuns were 2147 South Mallul, #5 enough for an entire chorus to see, were permitted to sing choral music (obvious• Anaheim, California 92802 first made in Italy in the middle and the ly, for high voices only) among them• second half of the 15th century. In selves and even for invited audiences. England, choral music began about 1430 This practice was established in the with the English polyphonic carol. Middle Ages when the music was limited Born in Princeton, New Jersey, Timo• to plainsong. Later, however, polyphonic thy Mount recently received his MA in Polyphonic choral music took its works were also performed. __ On his musi• choral conducting at California State cue from and developed out of the cal tour of Italy in 1770 Burney describes University, Fullerton, where he was a stu• Gregorian unison chorus; this ex• several conservatorios or music schools dent of Howard Swan. Undergraduate plains why the first choral music in Venice for girls. These schools must work was at the University of Michigan. occurs in the church and why secular not be confused with the vocational con• compositions are slow in taking up He has sung professionally with the opera servatories of today. -
The New Dictionary of Music and Musicians
The New GROVE Dictionary of Music and Musicians EDITED BY Stanley Sadie 12 Meares - M utis London, 1980 376 Moda Harold Powers Mode (from Lat. modus: 'measure', 'standard'; 'manner', 'way'). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; most significantly, a concept involving scale type and melody type. The term 'mode' has always been used to designate classes of melodies, and in this century to designate certain kinds of norm or model for composition or improvisation as well. Certain pheno mena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see SOUND, §5. I. The term. II. Medieval modal theory. III. Modal theo ries and polyphonic music. IV. Modal scales and folk song melodies. V. Mode as a musicological concept. I. The term I. Mensural notation. 2. Interval. 3. Scale or melody type. I. MENSURAL NOTATION. In this context the term 'mode' has two applications. First, it refers in general to the proportional durational relationship between brevis and /onga: the modus is perfectus (sometimes major) when the relationship is 3: l, imperfectus (sometimes minor) when it is 2 : I. (The attributives major and minor are more properly used with modus to distinguish the rela tion of /onga to maxima from the relation of brevis to longa, respectively.) In the earliest stages of mensural notation, the so called Franconian notation, 'modus' designated one of five to seven fixed arrangements of longs and breves in particular rhythms, called by scholars rhythmic modes. -
University Microfilms, a XEROX Company, Ann Arbor, Michigan 1971
71-27,611 FARLEY, Charles Richard, 1925- CONTRASTS IN VOCAL PEDAGOGY: 194-0 AND 1970. The University of Oklahoma, D.Mus.Ed., 1971 Music University Microfilms, A XEROX Company, Ann Arbor, Michigan ©Copyright by Charles Richard Farley 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE CONTRASTS IN VOCAL PEDAGOGY: 1940 AND 1970 A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF MUSIC EDUCATION BY CHARLES RICHARD FARLEY Norman, Oklahoma 1971 CONTRASTS IN VOCAL PEDAGOGY: 1940 AND 1970 APPROVED BY jjSC JIÂjÙ DISSERTATION COMMITTE PLEASE NOTE: Some pages have indistinct print. Filmed as received. UNIVERSITY MICROFILMS. ACKNOWLEDGMENT To my adviser, Dr. Bruce Govich, for his guidance, patience, and enthusiasm; To my Committee for the time and advice graciously extended me; To Dr. Shirley Jones for helpful criticism and encouragement; To Oklahoma Baptist University and my friends there, who have shown me every courtesy; To Jo Nicholson Bond for the careful preparation of this final copy; And to my wife, Jean, and sons, Frazier and Tracy, for their patience, help, and understanding; I express my deep gratitude. iii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION .................................. 1 II. HISTORICAL ORIGINS OF INDIRECT AND DIRECT APPROACHES ........................ 13 III. RESPIRATION ........... 24 IV. PHONATION .......... 51 V. RESONATION ................................. 77 VI. MODULATION ................................... 108 VII. SUMMARY, INTERPRETATION OF FINDINGS, AND RECOMMENDATIONS FOR FURTHER STUDY ......... 153 BIBLIOGRAPHY .......................................... 183 APPENDIX .............................................. 193 iv CONTRASTS IN VOCAL PEDAGOGY: 1940 AND 1970 CHAPTER I INTRODUCTION The purpose of this study is to identify contrasts and to indi cate changes which have occurred in methods of teaching singing since the 1940's. -
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. -
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. -
A Gender Analysis of the Countertenor Within Opera
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Undergraduate Honors Theses Student Research 5-8-2021 The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera Samuel Sherman [email protected] Follow this and additional works at: https://digscholarship.unco.edu/honors Recommended Citation Sherman, Samuel, "The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera" (2021). Undergraduate Honors Theses. 47. https://digscholarship.unco.edu/honors/47 This Article is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. University of Northern Colorado Greeley, Colorado The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera A Thesis Submitted in Partial Fulfillment for Graduation with Honors Distinction and the Degree of Bachelor of Music Samuel W. Sherman School of Music May 2021 Signature Page The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera PREPARED BY: Samuel Sherman APPROVED BY THESIS ADVISOR: _ Brian Luedloff HONORS DEPT LIAISON:_ Dr. Michael Oravitz HONORS DIRECTIOR: Loree Crow RECEIVED BY THE UNIVERSTIY THESIS/CAPSONTE PROJECT COMMITTEE ON: May 8th, 2021 1 Abstract Opera, as an art form and historical vocal practice, continues to be a field where self-expression and the representation of the human experience can be portrayed. However, in contrast to the current societal expansion of diversity and inclusion movements, vocal range classifications within vocal music and its use in opera are arguably exclusive in nature. -
I. the Term Стр. 1 Из 93 Mode 01.10.2013 Mk:@Msitstore:D
Mode Стр. 1 из 93 Mode (from Lat. modus: ‘measure’, ‘standard’; ‘manner’, ‘way’). A term in Western music theory with three main applications, all connected with the above meanings of modus: the relationship between the note values longa and brevis in late medieval notation; interval, in early medieval theory; and, most significantly, a concept involving scale type and melody type. The term ‘mode’ has always been used to designate classes of melodies, and since the 20th century to designate certain kinds of norm or model for composition or improvisation as well. Certain phenomena in folksong and in non-Western music are related to this last meaning, and are discussed below in §§IV and V. The word is also used in acoustical parlance to denote a particular pattern of vibrations in which a system can oscillate in a stable way; see Sound, §5(ii). For a discussion of mode in relation to ancient Greek theory see Greece, §I, 6 I. The term II. Medieval modal theory III. Modal theories and polyphonic music IV. Modal scales and traditional music V. Middle East and Asia HAROLD S. POWERS/FRANS WIERING (I–III), JAMES PORTER (IV, 1), HAROLD S. POWERS/JAMES COWDERY (IV, 2), HAROLD S. POWERS/RICHARD WIDDESS (V, 1), RUTH DAVIS (V, 2), HAROLD S. POWERS/RICHARD WIDDESS (V, 3), HAROLD S. POWERS/MARC PERLMAN (V, 4(i)), HAROLD S. POWERS/MARC PERLMAN (V, 4(ii) (a)–(d)), MARC PERLMAN (V, 4(ii) (e)–(i)), ALLAN MARETT, STEPHEN JONES (V, 5(i)), ALLEN MARETT (V, 5(ii), (iii)), HAROLD S. POWERS/ALLAN MARETT (V, 5(iv)) Mode I. -
How to Read Choral Music.Pages
! How to Read Choral Music ! Compiled by Tim Korthuis Sheet music is a road map to help you create beautiful music. Please note that is only there as a guide. Follow the director for cues on dynamics (volume) and phrasing (cues and cuts). !DO NOT RELY ENTIRELY ON YOUR MUSIC!!! Only glance at it for words and notes. This ‘manual’ is a very condensed version, and is here as a reference. It does not include everything to do with reading music, only the basics to help you on your way. There may be !many markings that you wonder about. If you have questions, don’t be afraid to ask. 1. Where is YOUR part? • You need to determine whether you are Soprano or Alto (high or low ladies), or Tenor (hi men/low ladies) or Bass (low men) • Soprano is the highest note, followed by Alto, Tenor, (Baritone) & Bass Soprano NOTE: ! Alto If there is another staff ! Tenor ! ! Bass above the choir bracket, it is Bracket usually for a solo or ! ! ‘descant’ (high soprano). ! Brace !Piano ! ! ! • ! The Treble Clef usually indicates Soprano and Alto parts o If there are three notes in the Treble Clef, ask the director which section will be ‘split’ (eg. 1st and 2nd Soprano). o Music written solely for women will usually have two Treble Clefs. • ! The Bass Clef indicates Tenor, Baritone and Bass parts o If there are three parts in the Bass Clef, the usual configuration is: Top - Tenor, Middle - Baritone, Bottom – Bass, though this too may be ‘split’ (eg. 1st and 2nd Tenor) o Music written solely for men will often have two Bass Clefs, though Treble Clef is used for men as well (written 1 octave higher). -
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. -
Vocal Pedagogy
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2005 MUS 441.01: Vocal Pedagogy Stephen Kalm University of Montana - Missoula, [email protected] Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits ou.y Recommended Citation Kalm, Stephen, "MUS 441.01: Vocal Pedagogy" (2005). Syllabi. 10571. https://scholarworks.umt.edu/syllabi/10571 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Syllabus Fall Semester 2005 MUS 441- Vocal Pedagogy Dr. Stephen Kalm Room 205 The purpose of this course is to gain the knowledge and strategies required to teach singing. We will seek these skills through lecture, observation and application. COURSE OBJECTIVES: 1. Acquisition of the basic knowledge of the physical structure and physiology of the areas of the human body principally active in the production of the singing voice. 2. Application of the knowledge of the physical structure and physiology of the body to the training of the singing voice, including the diagnosis and treatment of vocal problems. 3. Application of vocal exercises, imagery, and other discussed or observed strategies while working with your own private student. Required Text: Basics of Vocal Pedagogy by Clifton Ware is available at the UC Bookstore. - There will be additional required readings which I will hand out or post on electronic reserve (ERES).