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