Voice teacher

“ More is known of vocal mechanism today than at any other time in the world’s history, and yet who dares to say that voice teaching has been improved by it? Is voice teaching any more 44accurate now than it was a hundred years ago? Did the invention of the laryngoscope add anything of value to the voice teacher’s equipment? No. Even the inventor of it said that all it did was to confirm what he had always believed. An enlarged mechanical knowledge has availed nothing in the studio. ”

“ For starting the voice properly on the road to the perfect action, intelligently guided practice alone is needed. This practice must be carried on under the direction of a competent teacher. But the teacher cannot pay attention solely to the technical training of the student's voice. As has been seen, the training of the voice is impossible without the cultivation of the sense of hearing; and this is dependent in great measure on the general musical education of the student. The teacher must therefore direct the student's musical education as the basic principle of Voice Culture. ”

“ A correct knowledge of how to train the voice must be gained in the studio, not in the laboratory. Its basis is the musical sense rather than the mechanical or scientific. All of the scientific or mechanical knowledge that 14the world has to offer is no preparation for voice training. A knowledge of the art of teaching begins when the teacher takes his first pupil, not before. Therefore the aim shall be to present the subject as it appears to the teacher.
We hear much of the value of vocal physiology as a guide to good voice production. ”

“ But when we look at the conditions that make impossible the appointment of skilled specialists in voice, we give up in despair of effecting for some time to come any radical change. Further, a good voice does not imply a good reader. Since, then, we can not get the voice teacher; and since, when we can, we are not assured he will develop good expressionists, it should be a great stimulus to the conscientious teacher to learn that the very highest quality of the voice, soulfulness, may be developed through stimulation of the imagination. ”

“ A great voice is a gift of the creator, and the greater the gift the less there is to be done by the teacher. But in addition to what nature has done there is always much to be done by the teacher, and the nature of the vocal instrument is such that its training is a problem unique and peculiar. The voice can do so many different things, produce so many different kinds of tone, in such a variety of ways that the ability to determine which is right and which is wrong becomes a matter of aesthetic judgment rather than scientific or mechanical. ”

“ The most successful voice teacher is the one who is most happy in developing habits of correct singing. These habits must be watched with the persistence, perseverance and affectionate care of the scientist. The teacher must realize that the single lapse or violation of a habit may mean the ruin of weeks or months of hard work.
One of the most necessary habits a teacher should form is that of speaking with ease, naturalness and vocal charm. Many of our American girls speak with indescribable harshness, slovenliness and shrillness. ”

“ A large part of the vocal teacher’s training should be learning how to listen and what to listen for. This means training the ear, which is the mind, until it is in the highest degree sensitive to tone quality as well as to pitch. When there is a failure in voice training it may be counted upon that the teacher’s listening faculty is defective. The gist of the whole thing is what the teacher’s ear will stand for. If a tone does not offend his ear he will allow it to continue. If it does offend his ear he will take measures to stop it. ”

“ People with little or no musicianship have been known to wrangle ceaselessly on whether or not the thyroid cartilage should tip forward on high tones. It is such crude mechanics masquerading under the name of science that has brought voice training into general disrepute. The voice teacher is primarily concerned with learning to play upon the vocal instrument rather than upon its mechanical construction, two things which some find difficulty in separating.
KNOW WHAT YOU WANT
This means much. In voice production it means the perfect tone concept. It means far more than knowing what one likes. ”

“ On this, the surpassingly important feature of the vocal action, Vocal Science has thrown no light whatever.
It was also remarked that the strictly scientific idea of Voice Culture is very seldom carried out, to its logical conclusion, in actual instruction. One important reason for this is that a student seldom remains long enough with a teacher to cover the entire ground of mechanical instruction. Students move about from teacher to teacher. In the class of any one master the proportion of pupils who have never had any previous instruction does not average one in ten. ”

“ As faces and people differ, so do also the voices. There are general rules to be observed that all can understand, but outside of that, teaching of the voice becomes an individual study of every conscientious and capable teacher. No one should attempt it unless he understands perfectly the anatomy of the muscles that are used and compose the vocal apparatus, their placement and uses. Instructors should be perfect singers themselves and able to give an example of every tone as accurately as it can be produced by the human voice. ”

“ Why should the same not occur in the vocal teacher's profession? It is considered scandalous in the medical profession to "steal" another physician's patient, and why should not a similar etiquette prevail in the profession now under consideration? The teacher in doubt about a voice might thus obtain the views of another member of his profession, of longer experience, on such a vital point as the classification of a voice, and with satisfaction alike to himself and to his pupil. ”

“ Not the extremists themselves, for they are barren of the synthetic idea, and their sense of proportion is rudimentary. They would be scientists were it not for their abnormal imaginations. The scientist takes the voice apart and examines it in detail, but the voice teacher must put all parts of it together and mold it into a perfect whole. ”

“ Neither should one of the pupils be allowed to lead, for not only will the one leading force the voice in the effort, but a chance is offered to any ambitious youngster to pitch in and outsing the leader; from all of which follows naturally the idea that all prominence of individual voice must be discouraged, forbidden even. The songs and exercises must be led, it is true, but by the teacher and silently. Then, again, unless the teacher is silent she cannot be 53 a good critic. Think of a voice-trainer singing each solfeggio and song with his pupil during the lesson. ”

“ Certainly, the voice-user should, in order to gain volume, gradually increase the vigor of his practice, but exactly how to do this, and to what extent daily, are questions in which the advice of a sensible and experienced teacher is of great value, though the principle on which that opinion should be founded is clear enough. ”

“ Properly speaking, the finished singer should leave the teacher and start on the artistic career, equipped with a voice under perfect control. There should be no problem of tone-production for the trained singer, no thought or worry about the vocal action. True, many authorities on the voice maintain that the artist must, in all singing, consciously and intelligently guide the operations of the vocal organs. But even if this be the case the fact remains that this ability to manage the voice must be acquired during student days. ”

“ Much is required of a competent vocal teacher. First of all, he must be a cultured musician and a capable judge both of composition and of performance. Further, while not necessarily a great singer, he must have a thorough command of all the resources of his own voice. His understanding of the voice should embrace a fair knowledge of vocal physiology and of vocal psychology. His ear should be so highly trained, and his experience in hearing singers so wide, that he possess in full the empirical knowledge of the voice. ”

“ Scientific Voice Culture is inconceivable without a systematic plan of procedure. But this is not dependent on a set of rules for imparting the correct vocal action. Eliminating the idea of mechanical vocal management does not imply the [Pg 362] abandonment of methodical instruction in singing. On the contrary, Voice Culture cannot be made truly systematic so long as it is based on an erroneous and unscientific theory of vocal management. A vocal teacher cannot perfect a system of instruction until he has done with the mechanical idea. ”

“ Voice quality has nothing in common with pianoforte quality of tone, yet constant thumping of the pianoforte by a singing-teacher in order to give the pupil the pitch, is apt to mix pianoforte color into a pupil's voice and mar its translucent vocal quality. A teacher need not be a fine singer—few vocal teachers are—but, at least, he should be able to give pitch vocally and to suggest with sufficient definition the quality of tone the pupil is to produce. ”

“ It is but fair to point out that, in the present case, the student was an unusually intelligent and thoughtful person. Had it been otherwise, more consultations would have been necessary, with probably many detailed instructions and much practice before the teacher. But the case sufficed to convince me afresh that only physiological teaching meets the needs of pupil and teacher. I do not claim, of course, that it is a panacea. It will not supply the lack of a musical ear or an artistic temperament. Vocalization does not make an artist, but there can be no artist without sound vocalization. ”

“ Unconsciously the teacher gives out himself along with the music lesson, and it is equally important with his knowledge of music. Therefore it is as difficult to establish definite standards of teaching as it is of piano or violin making.
In attempting to establish standards of voice teaching the problem becomes positively bewildering. The voice is so completely and persistently individual, and in the very nature of things must always remain so, that an attempt to standardize it or those who train it is dangerous. ”

“ It is undesirable to tell the boys anything about the registers. The spirit of voice-training at the present time is too analytical. The theory of the registers is for the teacher, not for the pupil. Some voice-trainers seem to think that it is their business to discover the registers, but as far as tone goes it is their business to conceal them. Trainers work better through possessing physiological knowledge, but the end is a smooth and homogeneous voice, blended and well-built. ”

“ A great teacher—one who understands his own voice and can sing as well as teach—may tell how he does things, may explain how he treats the voice, may demonstrate to the student his manner of executing a certain phrase or passage, or of interpreting a song. But when this is done he can do little more for the student, for each person has a different mentality and a {114} different quality of voice—indeed there are as many qualities of voice as there are people. ”

“ Give the pupil a chance to learn to perform good music before you demand that they should appreciate it. A good teacher will encourage questions. If there are any questions pertaining to the study of voice culture that he cannot answer it is time he should know.
Unless a teacher is a perfect accompanist, so that he can keep his eyes away from the keyboard, he should employ an accompanist, for the teacher should see as well as hear the pupil sing the finished numbers. ”

“ For there are so many individual differences, physical and temperamental, between pupils, that there must be elasticity and adaptability in a method that claims to produce the best results.
Knowledge and experience should be combined in a teacher. Garcia wrote a voice-manual; and Tosi published a method as far back as 1723. But a teacher who has bought a translation of the "Traité complet de l'Art de Chant" by no means is a second Garcia, nor has a teacher who chances to have read Tosi's book a right to set himself up as an instructor of singing after the old Italian method. ”

“ As the registers are of such great practical importance, especially for the female voice, there is no period when it is of so much value to have a lady teacher as just when the voice is being "placed"—which should mean the recognition of its main quality, and the teaching of registers by imitation as well as description. The student should be made to understand, by practical examples, the subject of "covering," or modification. ”

“ Every one knows what he likes, and what he likes is of necessity his standard at that particular time, but it is only the measure of his taste and may be different the next day.
All things in voice training find their court of last resort in 21the ear of the teacher. All other knowledge is secondary to this. He may believe any number of things that are untrue about the voice, but if he have a thoroughly refined ear it will prevent him from doing anything wrong. His ear is his taste, his musical sense, and it is his musical sense, his musical judgment, that does the teaching. ”

“ It seems to me, if one has voice and intelligence, one can and should be one's own teacher. No one else can do as {152} much for you as you can do for yourself. You can tell what the sensations are, what parts are relaxed and what parts are firm, better than any one else. You can listen and work on tone quality until it reaches the effect you desire. I do not neglect vocal technic now, for I know its value. I do about three quarters of an hour technical practice every day—scales and exercises.
MEMORIZING ”