APPLIED VOICE SYLLABUS

Studio of Nell Adams

Summer 2003

Summer school affords the opportunity to work on vocal development without the formal, consistent-for-every-student repertoire stipulations found in the regular fall and spring sessions. Usually three or four songs are learned if not memorized during the ten-week period. Extensive work on vocalises consumes much of the semester work. Listening projects* are often required. Grades are based on the student=s ability to accomplish requirements assigned by the instructor which may vary considerably from student to student depending on the instructor=s assessment of the student=s need. Use the attached Learning Order Sheet as assigned.

As the current undergraduate and graduate catalogs state:

A is reserved for work which is definitely superior in quality.

B is given for work which is consistently good and which manifests sufficient interest, effort, or originality to lift it above average work.

C is given for average work and shows that basic requirements in class assignments have been met.

D earns credit but is below the standard required for graduation.

F indicates failure and, naturally, carries no credit.

(Further information on the grading system may be obtained from the undergraduate bulletin on page 44 and from the graduate bulletin on page 35.)

ALONG WITH YOUR MUSIC,

ALWAYS BRING A PENCIL

AND NOTEBOOK FOR INSTRUCTIONS

TO YOUR LESSONS.

*Listen to recordings (approximately 50 min. each which is comparable to one full CD or both sides of a record) of individual soloists singing music comparable to the literature you have been assigned this semester. Try to find recordings of songs sung in the language you are currently studying. For Freshmen and Sophomores, recordings of Art Songs with piano accompaniment are preferable to works with orchestral accompaniment . CD=s, records, and listening equipment are housed in the Library Resource Center (LRC) in Speed Library. While listening, follow the text of the song or aria when possible.

Write a brief report including: the call number of the recording, the name of the singer, the name of the recording, a list of the selections, and a scant commentary on what you hear in each song based on your perception and understanding of the technical aspects of vocal production; e.g., breath support and control, diction, clarity of tone, legato lines, vibrato rate, dynamic levels, tonal consistency, etc. Include at least two of these features in your brief comments on each song.

Please feel free to call me at 925-3924 (MC) or 924-0289 (home) if you have any questions.

Please wear no perfumes or strong colognes to lessons because of instructor=s allergies.

L E A R N I N G O R D E R S H E E T

T E X T

1. On note cards, write out the rhythmic notation of the melody then put the IPA transcriptions, to be best of your ability, above the rhythmic notation and the word-by-word translations, if applicable, below the notation. Transfer the IPA transcription and the word-by-word translations to your musical score.

FOR #2 - #4 below, SPEAK AT A PITCH JUST ABOVE YOUR NORMAL SPEAKING PITCH AND NEVER LET THIS PITCH DROP. ALSO, WHEN READING, KEEP THE EDGES OF THE TONGUE IN THE AUH-HUH@ POSITION, OR TOUCHING THE BOTTOM ROW OF TEETH, EXCEPT FOR THE QUICK, RAPID, AND CLEAR MOVEMENT NECESSARY FOR ANY CONSONANTS. (When reading vowels only, the edges of the tongue should never leave the Auh-huh@ position.)

2. Pronounce all the syllables correctly in legato style. Begin with the (1) vowels separately; when secure, (2) add the initial consonant; when secure,(3) add the final consonant.

3. When secure, follow the same order as in No. 2 and correctly read all the syllables fluently in a legato style while you clap the rhythm. Retain the purity of the vowel.

4. When secure, follow the same order and read in rhythm all the syllables in a legato style, slowly at first and, gradually, securely moving up to tempo. Always elongate the vowel sound until it changes to a new syllable without any guttural differentiation for rhythmic changes.

DO NOT SING THE TEXT OF THE SONG UNTIL YOU CAN SPEAK NO. 4 ABOVE IN RHYTHM, IN TEMPO, AND IN LEGATO FASHION.

M U S I C

1. Steadily count OUT LOUD the melodic rhythm using the syllables you learn in ear-training. (Spend extra time on difficult phrases (at a slower speed) until they can be counted without hesitation and up to speed.)

2. When secure, simultaneously count and clap the melodic rhythm with accents on strong beats while piano accompaniment is being played.

3. When secure, clap while hissing on a SUSTAINED [f] and take a breath at the proper breath phrases.

4. When secure, sing the melody on syllables: Tee [ti], Vah [va], Zoo [zu], Noh [no] or Thay [voiceless the] or as assigned: [vr or br] plus vowel, etc.

5. When secure, sing the melody on text vowels while the edge of the tongue remains in Auh-huh@ position.

6. When secure, sing the melody using the initial consonants plus text vowels always returning the edge of the tongue to the Auh-huh@ position.

7. When secure, sing the melody with complete text but not before the instructor has determined that you have successfully executed No. 4 under TEXT.

8. When secure, sing the song from memory.