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244 TRAINING THE SINGING VOICE |
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groups is the freedom with which authors make assumptions (often implicitly) that are never justified.
In the absence of a core of established scientific data on the training of the singing voice, it was necessary to plan the procedures of this investigation so as to provide basic orientations in this field for future investigators, as well as to provide a segment of organized information for the teaching profession. To achieve these ends, the plan and purposes of this study were carried out in three main operational stages, as follows:
i. Gathering sources of information. A working bibliography of 702 items was compiled by systematically searching through the following sources of bibliographical information: a) The Library of Congress in Washington, D. C; b) The New York Public Library, Central Branch; c) The New York Public Library, 58th Street Music Branch; d) Teachers College Library; e) Columbia University Music Library; f) Juilliard School of Music Library; g) Readers* Guide to Periodical Literature; h) Education Index; i) Ohio State University Card Index to Periodical Literature; j) Psychological Abstracts.
2. Collecting and arranging the data. In all, 2,946 concepts used in training the singing voice were gathered by reading the 702 bibliographical items. These were arranged: a) by -comparison and grouping, into 9 main areas and b) by their relevancy to certain categories of information, into 162 subordinate areas. These categorical classifications were distributed as follows:
Main Area Number of Categories
Vocal pedagogy 29
Breathing 22
Phonation 20
Resonance 19
Range 16
Dynamics 8
Ear training 11
Diction 19
Interpretation 18
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TOTAL l62
The concepts were also arranged in theoretical and methodological groupings in each main area, and were further subdivided into psychological and technical teaching approaches and according to documentation. Statements made by professional singers were also indicated. |
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