| A clear statement of the goals to be reached | | | | studying singing?" can seldom give a |
| should preface any approach to the study of | | | | straightforward answer. |
| singing. The single most important purpose in | | | | |
| the training of a singing voice should be to | | | | There are other goals or objectives that one |
| develop or make possible the development of | | | | can list in addition to the literature and |
| the utmost potential of that voice. | | | | the technical goals. |
| | | | |
| The ultimate goal to be reached is the | | | | Usually students of singing are interested in |
| ability to sing the literature for a | | | | fields of singing, such as radio, church, |
| particular type of voice - soprano, mezzo, or | | | | concert, light opera, opera, and television, |
| contralto; tenor, baritone or bass. | | | | before they know where they will fit in |
| | | | vocally. In some instances, radio, for |
| Vocal literature in itself sets up the goals | | | | example, a vocal coach would be more helpful. |
| or objectives for the singer to reach: | | | | |
| quality, diction, agility, dynamic control, | | | | Many people are interested in singing for the |
| range, interpretation and style, and good | | | | enjoyment singing gives them. Many of these |
| vocal condition. | | | | pride themselves on the fact that they just |
| | | | sing and know nothing about the technique of |
| The technical goals or objectives involved in | | | | singing or how to read vocal music and don't |
| singing are as follows: | | | | want to know. |
| | | | |
| Normal quality - a ringing, resonant tone | | | | Others take singing lessons to improve their |
| with a "cover" of beauty and a "metal" or | | | | speaking voices, or to develop self |
| point which carries or projects. | | | | confidence and poise, or for a keener |
| | | | appreciation of the art of singing and |
| A diction that is understandable without | | | | singers and of music in general. |
| sacrificing quality. | | | | |
| | | | The study of singing is thought by many to |
| Agility - the ability to sing rapid and | | | | improve not only physical health by the |
| florid passages and difficult intervals. | | | | practice of deep breathing, but also mental |
| | | | health by the emotional release and enjoyment |
| Dynamic control - the ability to sing three | | | | singing affords; to strengthen and quicken |
| gradations of loudness: pianissimo, mezzo | | | | the mental processes; to bring about good |
| piano, or mezzo forte or forte; and the | | | | posture; and to develop personality. Perhaps |
| ability to sing the messa di voce, from soft | | | | the practice of singing should do all of |
| to loud and back to soft again through at | | | | these things, but there is considerable |
| least the lower three fourths of the singing | | | | question whether it does, unless a |
| range. | | | | relationship is brought out between singing |
| | | | and these objectives. |
| Range - the ability to sing approximately two | | | | |
| octaves' range above the average normal pitch | | | | The singing teacher can easily justify his |
| of the speaking voice. | | | | work as a singing teacher on emotional, |
| | | | mental, physical and personality grounds, but |
| Interpretation - the ability to change from | | | | usually his approach is an artistic one. To |
| the normal quality to other qualities for | | | | some teachers, singing is an art and not a |
| emotional effect. | | | | science; to others if is predominantly a |
| | | | science; and to still others, it is both an |
| Vocal hygiene - a technique of singing that | | | | art and a science. |
| not only tends to keep the voice in good | | | | |
| condition but also tends to develop the voice | | | | The modern singing teacher, if he is to keep |
| to greater possibilities. | | | | step with the advances and discoveries in all |
| | | | fields related to singing and the teaching of |
| The goals and objectives are usually taken | | | | singing, must combine the artistic and the |
| for granted, and yet they can be used as a | | | | scientific approaches. He must also suggest |
| measuring stick for a student's progress. | | | | goals and objectives, such as those suggested |
| Singing teachers hardly ever mention them. | | | | above, for his singing student. |
| Most students when asked, "WHY are you | | | | |