Part 14 (1/2)

[Sidenote: THE VOWEL IN SINGING]

Another point to be noted by the conductor is that one sings upon vowels and not upon consonants; that most of the consonants are in fact merely devices for interrupting the vowel sounds in various ways; and that good tone depends largely upon the ability of the singer to select the best of several different sounds of the vowel and to hold this sound without any change in quality during the entire time that the tone is prolonged. It is comparatively easy to make a good tone with some vowels, but extremely difficult with others, and it is the singer's task so to modify the vowel that is unfavorable as to make it easier to produce good tone in using it. But while thus modifying the actual vowel sound, the integrity of the vowel must at least be sufficiently preserved to enable the listener to understand what vowel is being sung. All this is particularly difficult in singing loudly, and it is largely for this reason that the vocal student is required by his teacher to practise softly so much of the time. Some vowels have two parts (_e.g._, i = a + [=e]), and here it is the singer's task to sustain the part upon which the better tone can be made, sounding the other part only long enough to produce a correct total effect.

[Sidenote: CONSONANTS]

As noted above, the consonants are in general merely devices for cutting off the flow of vowel sound in various ways, and one of the most difficult problems confronting the singer in his public performances is to articulate the consonants so skilfully that the words shall be easy to follow by the audience, and at the same time to keep the vowel sounds so pure and their flow so uninterrupted that the singing may be perfect in its tone quality and in its _legato_. It is because this matter presents great difficulty that the words of the singer with a good _legato_ can so seldom be understood, while the declamatory vocalist who presents his words faultlessly is apt to sing with no _legato_ at all. The problem is not insoluble, but its solution can only be accomplished through years of study under expert guidance. Vocal teachers in general will probably disagree with us; but it is our opinion that in choral performance at least, the _tone_ rather than the _words_ should be sacrificed if one or the other has to give way, and the choral conductor is therefore advised to study the use of the consonants most carefully, and to find out how to make use of every means of securing well enunciated words from his body of singers.

[Sidenote: RELAXATION]

The next point to be noted is the importance of what vocal teachers refer to as the ”movable lower jaw,” this, of course, implying absolute (but controlled) relaxation of all muscles used in singing.

Without relaxation of this sort, the tone is very likely to be badly placed, the sound seeming to come from the throat, and the whole effect being that of tone squeezed out or forced out instead of tone flowing or floating out, as described in a previous paragraph. This difficulty is, of course, most obvious in singing the higher tones; and one remedy within the reach of the choral conductor is to test all voices carefully and not to allow anyone to sing a part that is obviously too high. But in addition to this general treatment of the matter, it will often be possible for the director to urge upon his chorus the necessity of relaxation in producing tone, thus reminding those who tighten up unconsciously that they are not singing properly, and conveying to those who are ignorant of the matter at least a hint regarding a better use of their voices.

[Sidenote: VOCAL REGISTERS]

A vocal register has been defined as ”a series of tones produced by the same mechanism.” This means that in beginning with the lowest tone of the voice and ascending the scale, one comes to a point where before going on to the next scale-tone, a readjustment of the vocal organs is necessary, this change in the action of the larynx and vocal cords being _felt_ by the singer and _heard_ by the listener. The point at which the readjustment takes place, _i.e._, the place where the voice goes from one register into another, is called the _break_; and one of the things the voice trainer tries to do for each pupil is to teach him to pa.s.s so skilfully from one register to another that these breaks will not be noticeable to the hearer--the voice eventually sounding an even scale from its lowest to its highest tone.

There is considerable difference of opinion as to the number of registers existing in any one voice, but perhaps the majority of writers incline to the view that there are three; the chest or lower, the thin or middle, and the small or head. It should be noted, however, that the readjustment in the action of the vocal cords referred to above probably takes place only when pa.s.sing from the lowest register to the next higher one, and that such changes in action as occur at other points are more or less indefinite and possibly even somewhat imaginary. Authorities differ as to just what the change in mechanism is in pa.s.sing from the chest register to the middle one; but the most plausible explanation seems to be that in the lowest register, the change in pitch from a lower tone to the next higher one is accomplished at least partly by _stretching_ the vocal bands more tightly, and that when the limit of this stretching process has been reached, the cords relax slightly, and from this point on each higher tone is made by _shortening_ the vibrating portion of the cords; in other words, by decreasing the length of the glottis (the aperture between the vocal cords). This point may become clearer if we compare the process with tuning a violin string. The string may be a third or a fourth below its normal pitch when the violinist begins to tune his instrument, but by turning the peg and thus stretching the string tighter and tighter, the tone is raised by small degrees until the string gives forth the pitch that it is supposed to sound. But this same string may now be made to play higher and higher pitches by pressing it against the fingerboard, thus shortening the vibrating portion more and more. The tuning process may be said to compare roughly with the mechanism of the chest register of the human voice; while the shortening of the string by pressing it against the fingerboard is somewhat a.n.a.logous to what takes place in the higher registers of the voice.

We have now enumerated what seem to us to be the most essential matters connected with vocal procedure; and if to such information as is contained in the foregoing paragraphs the conductor adds the knowledge that the _messa di voce_ (a beautiful vocal effect produced by swelling a tone from soft to loud and then back again) is to be produced by increase and decrease of breath pressure and not by a greater or lesser amount of straining of the throat muscles; that _portamento_ (gliding by infinitely small degrees in pitch from one tone to another), although a valuable and entirely legitimate expressional effect when used occasionally in a pa.s.sage where its employment is appropriate, may be over-used to such an extent as to result in a slovenly, vulgar, and altogether objectionable style of singing; and that whereas the _vibrato_ may imbue with virility and warmth an otherwise cold, dead tone and if skilfully and judiciously used may add greatly to the color and vitality of the singing, the _tremolo_ is on the other hand a destroyer of pitch accuracy, a despoiler of vocal idealism, and an abhorrence to the listener; if our conductor knows these and other similar facts about singing, then he will not run quite so great a risk of making himself ridiculous in the eyes of the singers whom he is conducting as has sometimes been the case when instrumentalists have a.s.sumed control of vocal forces. But let us emphasize again the fact that these things cannot be learned from a book, but must be acquired through self-activity, _i.e._, by actual experience in singing; hence the importance of vocal study on the part of the prospective choral conductor.

In conclusion, let us enumerate the main points involved in what is called good singing--these points applying to choral music as directly as to solo performance.

1. The intonation must be perfect; _i.e._, the tones produced must be neither sharp nor flat, but exactly true to pitch.

2. The tone must be attacked and released exactly at the right pitch; _i.e._, the voice must not begin on some indefinite lower tone and slide up, or on a higher tone and slide down, but must begin on precisely the right pitch.

3. The tone must be absolutely steady, and there must be no wavering, no _tremolo_, no uncertainty. This means absolute breath control.

4. The tones must follow one another without break, unless the character of the music demands detached effects; in other words, there must be a perfect _legato_. The tones must also follow each other cleanly, unless the character of the music makes the use of _portamento_ desirable.

5. The singer must feel the mood of each song, and must sing as he feels, if he is to perform with real expression. This is a much more vital matter in song interpretation than the mere mechanical observation of _tempo_ and _dynamic_ indications.

6. The text must be enunciated with sufficient clarity to enable the audience to catch at least the most important ideas presented. This involves not only the _complete_ p.r.o.nunciation of each syllable instead of the slovenly half-p.r.o.nunciation so commonly heard; but implies as well that the sounds be formed well forward in the mouth instead of back in the throat.

If the singing of a soloist or a chorus can meet the test of these requirements, the singing may be called good.

CHAPTER XIV

THE ART OF PROGRAM MAKING

[Sidenote: THE PROBLEM STATED]

In constructing a concert program for either a solo or an ensemble performance, and in the case of both vocal and instrumental music, at least five important points must be taken into consideration:

1. Variety.

2. Unity.