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Transcript of Art of Singing, Marchesi
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MT —885 vs^^V>>>>>V>3>r>>>^.Mo7
op. 21
vol.1
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»s^»gggDESIGN COPYRIGHTED I90B. BY G SCHIRMER
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LIBRARY
Brigham Young University
GIFT OF
BERTRAM N. HAIGH
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,MJ 7
1.2.1
Schirmer's Library of Musical
Classics
Vols. 793, 794
MATHILDE MARCHESIOp. 21
THE ART OF SINGING
PART I.
ELEMENTARY AND GRADUATEDEXERCISES
PART II.
THIRTY VOCALISES for MEZZO-SOPRANO
NEW YORK : G. SCHIRMER
BOSTON : BOSTON MUSIC CO.
1904
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«J£2LL° * LK LIBRARYWHGHAM YOUNG UNIVERSITY
PROVO, UTAH
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AVANT-PROPOSLa deuxieme edition de 1'Art du Chant que
j'ai revue et augmentee suivant l'experience des
derniers douze ans de mon enseignement, resume
la partie theorique-pratique de mon systeme. Elle
contient les exercices et les vocalises elementaires et
graduees pour la formation du mecanisme de la
voix ; une suite de vocalises a deux voix pour
apprendre a chanter la seconde voix, et enfin des
melodies avec paroles pour unir l'articulation a la
vocalisation.
Je crois ici devoir rappeler encore une fois le
principe que j'ai deja expose dans differentes pre-
faces des ouvrages que j'ai publies, a savoir, qu'il
faut, pour arriver a un prompt et heureux resultat,
ne presenter a l'eleve qu'une difficulte a la fois, et
s'attacher a le faire triompher des obstacles en les
lui opposant dans leur ordre naturel et progressif.
On ne saurait assez recommander aux profes-
seurs et aux eleves de s'arreter le plus longtemps
possible aux etudes vocales elementaires, et de ne
passer au chant avec paroles, que lorsque la voix de
1'eleve sera parfaitement posee dans toute son eten-
due, que les trois registres en seront fondus et que
l'organe vocal aura acquis un degre suffisant de fle-
xibilite et d'agilite.*
II est sous-entendu que chaque professeur, avant
d'entreprendre la tache difficile de la formation de la
voix et la grande responsabilite de l'avenir artistique
de ses eleves, ait fait les etudes indispensables d'ana-
tomie, de physiologie et d'acoustique, pour pouvoir
definir et determiner les preceptes suivants.
I. Position de l' Eleve
La position du corps de 1'eleve, pendant qu'il
chante, doit etre aussi naturelle et aussi aisee que
possible. II se tiendra bien d'aplomb, la tete droite,
les epaules effacees, sans effort, et la poitrine libre.
II evitera toute raideur du corps, pour laisser la plus
grande independance aux organes de la phonation,
pendant leur action.
* Pour le developpement et le perfectionnement complet de
l'organe vocal, outre les Vocalises contenues dans cette Methode,
j'ai aussi publie nombre de cahiers de Vocalises sp6ciales, graduees,
pour les voix de Soprano, Mezzo-Soprano et Contralto, ainsi que des
Etudes d'Agilite avec Paroles, que je crois fort utiles pour le deve-
loppement de la voix,
Les Vocalises sont editees chez Aug. Cranz & Hatnbourg,
chez B. Senff a Leipsig, chez Schott Ireres a Mayence et a Cologne
16«05
2. Disposition de la bouche
La bouche souriante, adoptee par plusieurs pro-
fesseurs anciens et modernes, est tout a fait contraire
aux lois de la formation du son. L'eleve ouvriradone la bouche naturellement, en ecartant le menton,
comme pour prononcer un A legerement sombre
et il la tiendra immobile dans la meme position pen-
dant toute la duree de remission du son.
11 est utile de rappeler a l'eleve que la bouche
s'ouvre du cote inferieur seulement, la partie supe-
rieure etant immobile ; d'ou la necessite d'abaisser
le menton.
J. Respiration
La respiration normale, propre a Thomme sam,
est diaphragmatique ou abdominale. Dans les deux
autres modes de respiration que nous condamnons,
savoir: la claviculaire et la laterale, les poumons ne
se remplissent qu'en partie, de la la necessite de
respirer plus souvent et l'impossibilite de chanter
des longues phrases d'une seule respiration.
4. Attaque de la voix
(Coup de la glotte)
Cette action organique, qui forme l'attaque ou
pose de la voix, s'obtient en preparant la glotte et la
bouche pour produire line voyelle quelconque.
Pourtant le type de voyelle preferable pour la
formation et le developpement de la voix est celui
de l'A legerement sombre indique au § 2.
L'eleve doit comprendre que le coup de glotte
est un mouvement normal de son organe vocal, et
qu'il faut tout simplement soumettre a sa volonte
Taction spontanee, qui s'est developpee des qu'il a
commence a vagir en venant au monde. C'est en
effet par cette meme aptitude innee que nous for-
mons inconsciemment toutes les voyelles en parlant.
J. Les trois registres des voix defemmes
Les voix de femmes se divisent en Contralto,
Mezzo-Soprano, Soprano dramatique et Soprano
aigu, leger (sfogato).
La limite superieure du registrt de poitrine de
toutes les voix de femmes varie entre les notes
P * Ifr
in
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Les voix de Contralto et de Mezzo-Soprano ont
generalement un registre de poitrine beaucoup plus
etendu que les voix de Soprano, et qui se prolonge
plus ou moins dans les notes graves.
Pour egaliser et fondre le registre de poitrine
avec celui de medium, l'eleve est obligee de sombrer
legerement les deux derniers degres de poitrine en
montant, et de les ouvrir en descendant. Chaque
effort fait sur les derniers degres d'un registre in-
ferieur rend difficile, et a la longue impossible le
developpement de l'intensite des premieres notes du
registre suivant, et par consequent la fusion des deux
registres.
Quand les limites des registres ne sont pas fixees
on a toujours dans la gamme chantee a pleine voix,
ou dans la phrase soutenue une serie de sons incer-
tains, faibles et faux.
Suivant le diapason moderne, la derniere note de
poitrine de presque toutes les voix de Contralto et
de Mezzo-Soprano peut varier entre
$ -fi-
ll y a des voix de Contralto, qui par une position
exceptionelle du larynx, n'arrivent jamais a pouvoir
developper la voix de tete. Ces voix courtes, qui
disposent uniquement des registres de poitrine et de
medium, sont de tres rares exceptions et ne peuvent
aspirer qu'a une carriere de concerts
La limite du registre de medium de toutes les
voix de femmes peut varier entre les notes suivantes
i^la regie generate indique pourtant le/<* comme der-
nier degre
pa6. Mantere de travailler
Une gymnastique rationelle et graduee peut de-
velopper une grande elasticite, ainsi qu'une grande
force de tension dans les muscles des organes de
phonation, sans jamais les fatiguer : tandis que le
moindre exces de travail engendre l'epuisement.
Au commencement des etudes l'eleve ne doit
done pas chanter trop a la fois, et dans les premiers
jours il ne doit pas s'exercer pendant plus de cinq a
dix minutes consecutives. Les etudes ainsi mesurees
pourront se repeter trois ou quatre fois par jour,
separees par de grands intervalles. Ce temps consacre
a exercer la voix pourra s'augmenter de cinq minutes
a la fois, jusqu'a la duree d'une demi-heure.
Si, comme il arrive bien souvent, l'eleve, n'etant
pas penetre de ces preceptes, travaille a la maison
plus que le professeur le lui present, la triste conse
quence, la fatigue de la voix (des cordes vocales), ne
se fait pas attendre longtemps.
y. Analyse
La plus grande partie des eleves qui apprennent
a chanter sont bien peu musiciens. lis commencent
a chanter les exercices et les gammes machinalement,
guides uniquement par l'oreille, sans se rendre compte
de la duree de chaque mesure et de la division
rythmique, par consequent sans apprecier la valeur
speciale de chaque note. Cette maniere de se laisser
guider par l'oui'e est des plus pernicieuses, et fait
perdre un temps incalculable a l'eleve. De plus,
chantant toujours en tatonnant, l'eleve est oblige de
repeter cent fois le meme trait, ce qui, au lieu d'aider
au progres, n'aboutit qu'a fatiguer l'organe de la
voix. II faut done que l'eleve des la premiere lecon
s'habitue a analyser, e'est-a-dire a mediter d'abord ce
qu'il doit executer; en un mot il faut qu'il fasse
preceder le travail materiel par le travail mental.
Ce systeme analytique, une fois adopte par l'eleve
des le commencement, lui sera d'une tres grande
utilite dans toutes les differentes periodes progressives
de ses etudes, ainsi que plus tard dan« l'exercice de
sa carriere, en apprenant des roles.
8. Style
Les chants nationaux exceptes, qui ont un ca-
ractere tout a fait populaire, local, particulier a
chaque nation, il n'y a que deux styles dans le monde
entier : le bon et le mauvais, comme il y a une bonne
et une mauvaise methode de chant. Vouloir done
admettre une methode de chant dans un style
allemand, anglais, francais ou italien dans la stricte
acception du mot, est completement errone. Nous
avons eu en effet, de tout temps des centaines
d'exemples de grands chanteurs des deux sexes
appartenant aux differentes nations de 1'Europe, qui
ont rencontre le meme enthousiasme a Paris, a
Londres, a Rome, a Vienne, a St.-Petersbourg etc
Beaucoup de professeurs de chant pretendent que
pour musique vocale moderne, ayant la phrase large
et declamee, sans aucun trait d'agilite ou de petits
agrements, les chanteurs n'ont pas besoin de travailler
le mecanisme de la voix, que fatigue l'organe vocal
et fait perdre trop de temps a l'eleve.
10806 IV
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Quant a la fatigue de la voix par le travail, cela
depend uniquement de la capacite du professeur et
de la docilite intelligente de l'eleve a l'eviter.
Pour ce qui concerne les exigences techniques de
la phrase large et declamee, c'est tout a fait le con-
traire de ce que Ton dit a ce sujet.
Une chanteuse qui a appris a bien respirer, qui
a egalise sa voix et bien fondu les registres, et qui a
developpe rationellement la volubilite de son larynx
et 1'elasticite de sa glotte et du tuyau resonnant, pour
pouvoir produire avec son organe vocal toutes les
nuances de timbre, d'intensite et d'expression possi-
bles, peut assurement tres bien chanter la phrase
large et declamee moderne sans fatigue et sans effort,
c'est a dire, sans exagerer ni crier. Tandis qu'une
autre chanteuse, qui est en lutte avec sa respiration
et avec le mecanisme de son organe vocal, et qui
par consequent exagere et denature la phrase
musicale moderne en criant, finit par fatiguer bien
vite sa voix.
Chaque art sc compose d'une partie technique-
mecanique et d'une partie esthetique ; celui qui ne
s'est pas assez prepare pour vaincre les difficultes de
la premiere partie, ne peut jamais arriver a la
perfection de la seconde, fut-il meme un genie.
Janvier 1890.
MATHILDE MARCHESI.
PREFACEThe present Second Edition of my Art of
Singing, which I have revised and enlarged in
accordance with the experience of the last twelve
years of my teaching, comprises the theoretico-
practical part of my system. It includes Exercises
and elementary and progressive Vocalises for the
development of the mechanism of the voice ; a series
of two-part Vocalises, for practice in singing a second
part; and lastly, Melodies with words, to combine
articulation with vocalisation.
I embrace this opportunity to again call attention
to the fact already set forth in various prefaces
to my other works, namely, that in order to achieve
speedy and successful results, it is necessary to set
difficulties before the pupil one by one, and to assist
him in overcoming them by presenting them in
natural and progressive order.
Teachers and students cannot be too strongly
urged to spend as much time as possible over the
elementary vocal studies, and to pass on to singingwith words only when the pupil's voice is perfectly
placed throughout its entire compass, when the three
registers are completely blended, and when the vocal
organ has acquired a sufficient degree of ease and
flexibility.*
* Besides the Vocalises contained in this Method, I have also
published a series of special Progressive Vocalises for Soprano,
Mezzo-Soprano and Contralto, as well as Bravura Studies with
words, which may be employed to advantage for the development
and perfect control of the voice.
These are published by Messrs. Aug. Cranz in Hamburg,
B. Senff in Leipzig, and B. Schott in Mayence and Cologne.
16805
I assume that each teacher, before undertaking
the difficult task of the formation of the voice, and
the weighty responsibility for the artistic future of
his pupils, will have studied anatomy, physiology
and acoustics to the extent requisite for explaining
and enforcing the following precepts.
7. Position of the Pupil
The position of the body, while singing, should
be as natural and unconstrained as possible. The
pupil should stand straight, the head erect, shoulders
drawn back without effort, and the chest expanded.
All stiffness in the body must be avoided in order
to secure the greatest possible freedom of action to
the organs concerned in voice-production.
2. Position of the Mouth
The smiling mouth recommended by so many
early and modern masters is entirely contrary to the
laws of the formation of tone. The pupil shouldopen the mouth quite naturally, lowering the chin,
as though to pronounce the vowel A (ah) slightly
darkened, and should keep it unmoved during th«
continuance of the emission of the tone.
It is necessary to remind the student, that the
lowerjaw alone opens, the upperjaw remaining fixed ;
hence the necessity of lowering the chin.
J, Respiration
Normal respiration, characteristic of a healthy
person, is diaphragmatic or abdominal. In the
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two other ways (which we reject), namely, clavicular
and lateral respiration, the lungs are but partially
filled, hence the necessity of breathing more fre-
quently and the impossibility of singing long phrases
in one breath.
4. The Attack of a Tone
(Stroke of the Glottis)
The mechanical action which constitutes the
attack, or placing of the voice, is produced by pre-
paring the glottis and the mouth to form some
particular vowel-sound. Now, the type of vowel
preferable for the formation and development of the
voice is the Italian A (ah), slightly darkened as
indicated in § 2.
The pupil should understand clearly that the
stroke of the glottis is a normal function of the
vocal organ, and that he has simply to subordinate
to his will the spontaneous action which was
developed at his first attempt to cry as an infant.
It is, in point of fact, by means of this innate
aptitude that we form all vowels in speaking.
J. The Three Registers of the Female Voice
Female voices are classed thus:
Contralto, Mezzo-Soprano, dramatic Soprano
and high, light Soprano (sfoga/o).
The upper limit of the chest-register in all female
voices varies between these notes
P 5 a flg
Contralto and Mezzo-Soprano voices usually
have a chest-register of much greater compass than
Soprano voices, extending more or less into me
lower notes.
In order to equalize and blend the chest-register
with the middle register, the pupil must slightly
darken the last two chest-notes in ascending the
scale and open them in descending. Every strain
made on the upper notes of a lower register not only
increases the difficulty of developing the strength
of the first notes of the following register, but in
the end renders the blending of the two registers
completely impossible.
When the limits of the registers are not clearly
defined, there will always be a series of uncertain,
weak and false tones in singing scales with full voice,
or in sustained passages.
According to the modern pitch, the highest1MO6
chest-note of almost all Contralto and Mezzo-
Soprano voices will vary between:
P 1
There are some Contralto voices which, on ac-
count of an unusual position of the larnyx, never
succeed in developing the head-voice. Such voices
of narrow compass, which use only the chest- andmiddle registers, are, however, rare exceptions, and
can aspire only to a concert-career.
The limit of the middle register for all female
voices may vary between the following notes
P 1
The general rule, however, places/as the high
note :
pm6. Method of Practising
Rational and progressive study is capable of
developing great elasticity as well as considerable
suppleness in the muscles of the sound-producing
organs without ever fatiguing them ; whereas, the
least excess of practice produces exhaustion.
At the commencement of his studies the pupil
should, therefore, not sing too long at a time, andduring the first few days he should not practise more
than five or ten consecutive minutes. Practice thus
limited may be repeated three or four times a day at
long intervals. The time devoted to exercising the
voice may be increased five minutes at a time up to
half an hour.
If, as happens frequently, the pupil, not taking
these precepts to heart, practises at home longer than
the teacher has sanctioned, the sad result, the over
taxing of the voice (of the vocal cords), will speedily
ensue.
7. Analysis
Most pupils who study singing are not very
musical. Consequently, they begin to sing the
exercises and scales mechanically, guided solely by
ear, without paying any attention to the length of
each measure and to rhythmical division, and thus
without appreciating the value of each separate note.
This habit of allowing oneself to be guided by ear
is
very harmful, and causes an incalculable waste ofVI
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to the pupils. Furthermore, by thus always
for the note, the pupil is obliged to repeat the
passage incessantly, which, instead of assisting
ends by fatiguing the vocal organs. From
first lesson, therefore, the student should accustom
to analyse, that is, to reflect on what he has
do ; in a word, it is necessary that practical work
be preceded by mental study.
If this analytic system of study be adopted by the
from the beginning, it will prove very useful
him throughout the progressive stages of his
and also in the practice of his profession
studying new roles.
8. Style
With the exception of national songs which have
entirely popular and local character, peculiar to
nationality, there are only two styles in the
a good style and a bad style, just as there are
one good and one bad method of singing. It is
wrong, therefore, to talk of a German,
English or Italian style or method of sing-
in the strict sense of the term. In all ages, in
we have had hundreds ofexamples to show that
singers of both sexes, belonging to diverse
have been received with equal
in Rome, Paris, London, Vienna, St.
etc.
Manyteachers of singing maintain that in
vocal music, where sustained and declama-
tory phrases have replaced rapid runs and graceful
turns, singers do not need to develop the mechan-
ism of the voice, as this only fatigues the vocal
organs and robs the pupil of valuable time.
As regards fatigue of the voice from study, its
avoidance depends entirely on the skill of the teacher
and the intelligent receptivity of the pupil.
As to the technical requirements of sustained and
declamatory phrases, the truth of the matter is quite
the contrary of the above statements.
A singer who has learned to breathe properly,
equalized her voice and blended the registers, and
who has systematically developed the flexibility of
the larynx, and the elasticity of glottis and resonant
cavities, so as to be able to produce all possible
shades of timbre, intensity and expression, can un-
questionably sing sustained and declamatory phrases
perfectly well without fatigue or effort, that is to say
without exaggeration or screaming ; whereas, another
singer, who is struggling with her breathing and the
mechanism of her voice, and who consequently
exaggerates and disfigures the modern musical phrase
by screaming, very soon ends by fatiguing her voice.
Every art consists of a technico-mechanical part
and an aesthetic part; he who is insufficiently pre-
pared to overcome the difficulties of the former, will
never attain perfection in the latter, be he even a
genius.
January, 1890.
MATHILDE MARCHESI.
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2Exercices elementaires gradues
pour le developpement de la voix.
Progressive elementary exercises
for the development of the voice.
Emission de voix.
L'eleve ouvrira la bouche sans affectation ancune, en
la tenant parfaitement tranquille et en aspirant lente-
ment. II attaquera ensuite lessons tres nettement stir la
voyelle A, en serrant la g-lotte et en evitant toute se-
cousse ainsi que tout effort.
Emission of the voice (Attack).
The student must open the mouth without any con-
tortion, hold it quite still and then breathe slowly. Then
each note is to be clearly uttered, upon the vowel A(ah}
contracting the glottis beforehand, but without spas -
modic effort or jerkiness.
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Tierce ehromatique.
Exercice pour la fusion des reg-istres
Chromatic Thirds.
Exercise in blending the registers. t
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6
Gammes,
Les voix a l'etat naturel sont presque toujours rudes,
inegales, lourdes et pen etendues. Apres avoir assure
a chaque son la justesse d'intonation par la pose de
la voix, il faut viser a developper le volume, l'intensite
et l'etendue de l'organe vocal, et a en fondre les re-
gistres. Celui qui voudrait arriver a chanter la gamme
sans s'etre exerce d'abord sur deux notes, puis sur
trois, etc., courrait risque de ne jamais bien faire aucun
trait. Les gammes et les exercices doivent etre trans-
poses suivant le genre de voix, en montant et en des-
cendant par demi-tons, sans toutefois depasser les li-
mites que chaque voix peut atteindre.(On recommande
dans la gamme l'intonation precise des demi-tons, ainsi
que l'egalite la plus parfaite.)
Scales.
Voices in their natural state are nearly always rough,
unequal and of restricted compass and agility.When
the intonation of every tone is assured by practising
emission, attention must be directed towards develop-
ing the volume, intensity and range of the vocal organ,
also the blending of its registers. The student who at-
tempts to sing scales before having practised them
by two and then three notes at a time, runs the risk
of never being able to execute any musical figure with
clearness. The scales and exercises (both ascending
and descending) are to be transposed by semitones
for the different kinds of voices, but care must be
taken both in the highest and lowest notes not to
strain the voice.
Attention must be paid to the exact intonation of the
semitones, likewise to the most perfect smoothness.
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9
Les gammes et les exercices doivent etre chantes a
pleine voix, sans toutefois la forcer. En etudiant a de-
voix, la tension de la glotte ne se developpera jamais,
le son n'atteindra pas l'intensite voulue. On recom-
a l'eleve de ne jamais travailler plus dun quart
aeure a la fois.
The scales and exercises must be sung with full
voice, but without forcing. If the mezza voce is used
in practising, the tension of the glottis will not be
developed and the voice will fail to attain the de-
sired intensity. The student is advised nottoprac-
tise for more than a quarter of an hour at a time.
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10
Les g-ammes et les exercices devront etre trans-
poses dans les tons les mieux adaptes a la voix de
l'eleve.
The scales and exercises are to be transposed in-
to those keys most suitable to the voice.
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Les g-ammes doivent etre chantees d'abord len-
tement et en respirant a chaque mesure, afin de
bien developper la voix et d'en etablir l'eg alite.
* Lorsque l'eleve sera plus avance' on pourra ac-
celerer le mouvement et reunir deux ou trois me-
sures dans line seule respiration.
The scales are to be sung slowly at first, tak-
ing breath at each bar in order to exercise the
voice and give it evenness. * When the pupil is
more advanced, the tempo may be quickened, and
two or even three measures sung in one breath.
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13
Continuation
des Exereices 44 au 53.
Continuation
of Exercises 44 to 53.
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Les g-ammes du 62 au 73 sont surtout desti-
nees aux Sopranos leg-ers; il ne faut les aborder
que lorsque la voix a deja atteint un certain de-
gre' de flexibilite.
The scale -passages Nos.62 to 73 are particu-
larly intended for a light soprano voice; they
should be practised only after the organ has ac-
quired a certain amount of flexibility.
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19
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20Gamme chromatique.
Dans les commencements on jouera la gamme chro-
matique au piano, en meme temps que Peleve la chan-
ge, af'in que l'intonation soit parfaitement juste. On
transposera ces gammes comme les precedentes par
demi-tons. Pour acquerir une intonation parfaite,on e-
tudiera les g-ammes chromatiques dans un mouvement
tres modere.
The Chromatic Scale.
The chromatic scale must at first be played on
the piano while the pupil sings the notes, so that
a true intonation may be acquired. These scale-ex-
ercises must be transposed, like the preceding- ones,
by semitones. In order to sing the chromatic scale
correctly in tune, it must be practised slowly.
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Gamme chromatique et diatonique, Chromatic and Diatonic ScaieS;
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23
Gammes mineures.
On transposera les gammes mineures ainsi que les
gammes.
Gamme melodique.
Melodic Scale.
Minor Scales.
The minor scales must be transposed in the same way
as the others.
| jjnJ^iril84.
Gamme harmonique.
Harmonic Scale.
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24
Les exercices de deux, trois, quatre, six, sept et huit
notes, servent a fondre les registres, a preciser finto-
nation et a perfectionner lagilite. On ehantera ces exer-
cices comme Jes gammes, lentement d'abord, en respirant
par intervalles et en les transposant, suivantle genre de
voix, en montant ou en descendant d\in demi-ton; on pour-
ra en accelerer le mouvement quand l'eleve sera plus a-
vance.
Jai ecrit quelques exercices en clef de Soprano pour
initier les eleves a la lecture de cette clef.
The exercises of two, three, four, five, six, seven and
eight notes are for the purpose of blending the regis-
ters, rendering the intonation certain, and improving the
fluency. They are to be sungslowryat first, likethe scales,
taking suitable breath, and they are to be transposed, ac-
cording to the range of thevoice, a semitone higher or lower.
When the pupil has made some progress,the tempo may
be quickened.
Several exercises have been written inthe Soprano clef
in order to render the student acquainted with it.
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30
Traits d'ag-ilite.
Les traits d'ag-ilite devront etre chantes d'une
seule respiration et ne seront abordes que lors -
que 1 eleve sera en etat de les executer ainsi.
On les transposera comme tous les exercices.
Exercises on florid passages.
These exercises must be sung in one breath
and should be studied only when the student
is able to execute them in this manner. They
are to be transposed, like the rest.
129
130.^jpJ^flrftcer lttfrtefCttfJnjI
j
131 $<<>^^& i^mir?}
132.
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^\$ftp&\®%&&% ^ etc.
Ijipilgl etc.
fetF
j sfiwitB i
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a^uflaghr^^ijfk
l^jBjawqaj^lflrgff^lj i etc.
^^j^Mm^^ji-y,
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^g Jaj33tferletffttf'gerJ333
l
j Hi**
137.
j^P^J^^l^l
j
ete.
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>
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ite £XE
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a 25
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i£:
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etc.
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Gammes variees.
Lorsque l'agilite et legalite des gammes seront
etablies,on pourra les chanter de difie ren-
manieresj a inflexion, pointees, piquees,liees et
piquets et liees,fliitees,syncopees,crescendo
diminuendo, forte et piano.Cet exercice est specia-
destine aux voix le'geres. Les sons pique's se
en attaquant rapidement et nettement cha-
note (coup de glotte.) On aura soin de ne pas ex-
Fe'tude des notes piquees.La repetition con-
du coup de glotte fatigue la voix. Le flute est
pique prolonge. Les g-ammes a. inflexion sontex-
pour affermir l'ag-ilite.
31
Scales in various ways.
When fluency and evenness in singing scales
have been attained, they can be practised in various
ways: With accents, dotted notes, staccato, slurred
and staccato, staccato and slurred, syncopated, cre-
scendo and diminuendo, forte and piano. This exer-
cise is chiefly intended for a light soprano voice.
In order to sing the staccato (piques) notes, each
separate note must be quickly and very clearly at-
tacked. The staccato should not be too continuous-
ly practised. The rapid' succession of strokes of
the glottis is fatiguing to the voice. The flute is a
protracted pique. Accented notes are an excellent
exercise for improving the fluency.
ffnfly1^-
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32
Notes repetees
Dans ces exercices afin de faire sentir la note repe-
tee,on fera usage dune legere aspiration (ha, ha),sans
toutefois l'exag-erer.
Repeated notes.
In this exercise, in order to make the repeated
notes perceptible,they must be lightly aspirated (ha,
ha),but without overemphasis.
141.
142.
4ni j j j i.
s?
r?
mmmm
i
gtf s t^mi
§
(CS
«-/T\
Triolet.
En etndiant le triolet, leleve doit marquer la secon-
de note pour eviter linegalite.
143.
144.
I
P ^ffl^Lcr 1^145.
5 jr
146.
147.
148.
2:-*-
Triplets.
In practising- triplets the pupil must accent the
second note in order to avoid unevenness.
a *
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igi'JJ iJ^rrrii^j^J i j
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etc.
etc.
etc.
etc.
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33
149.
150.
a^^giCfg^i j 1 1etc.
F-Pi
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J?etc.
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etc.
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34 Arpeges.
On chanfera farpege avec l'egalite la plus parfaite,
en e'vitant surtout de donner des eclats de voix dans
les notes du haut.On passera avec precision d'un ton
a an autre, non pas en detachant, mais en liant lege-
rement les notes. On transposera les Arpeges comme
tous les exercices par demi-ton.
Arpeg-gios.
Arpeggios must be sung with absolute evenness,
and all forcing of the upper notes avoided/The voice
must go from one note to the next, without detach-
ing them, but slightly slurring them together. These
arpeggios are to be transposed by semitones, like
the other exercises.
151.
I i/T\ (T\
2=M i ^=2= ££=f z£=g -Z&2
+- Kszz:
+ r^m £ * ^:2t
153.
«\ 15*.
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158.
157.
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35
iifegui :jF^* irp^Jiymi^ 6 ^ _
1
*im ^f i^=£ * 4 t
gte j i t J i J i £ *Pp
fel i f^rfSP^
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Sp? t i r i r t
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f? *
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36
164. rf.| JTOJTPPp i j »jggg tet
IS mggg ^s^ ^^bs:
Sons files.
On ne peut commencer a travailler les sons files a-
vant que la voix n'ait acquis un certain deg-re de souples-
se et de flexibilite. Le son file est, sans contredit, trop dif-
ficile pour les commencants.
Swelled Tone (Messa divoce).
This exercise should not be attempted beforethe voice
has attained a certain amount of smoothness and flexi-
bility. Swelling on a tone is, unquestionably, too diffi-
cult for beginners.
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Appoggiatura.
L'appoggiature est I'ornement du chant le plus facile
executer; *elle est, ainsi que son nom italien1'exprime,
note, sur laquelle appuie la voix pour passer ensuite
une note reelle de l'accord. L'appoggiature est gene-
une note etrangere a l'harmonie. Ellepeutetre
ou inferieure, et sa duree est tres variable. Si
mesure est paire, elle s'attribue la moiti6 de la valeur
la note qu'elle precede; si la mesure est impaire, elle
a la note principale ? de sa valeur. L'appog-
peut marquer toute espece d'intervalles, en com-
par le demi-ton. La duree de l'appoggiature de-
d'ailleurs du caractere de la phrase.
The Long- Appoggiatura.37
The long appoggiatura is the easiest of all ornaments
to execute; it is, as its Italian name indicates, a note
upon which the voice leans or rests before passing to
a note of the harmony; the long appoggiatura being
usually a note foreign to the chord. It may stand above
or below the harmony-note and is of variable length.
When the rhythm is duple, the long appoggiatura takes
half the length of the note which it precedes; when the
rhythm is triple, the appoggiatura takes two-thirds of
the value of the large note. The long appoggiaturacan
be made on several different intervals, beginning with
a semitone; its length is also partly dependent upon the
style of the movement.
166.
Appoggiatura.
Execution.
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Exemple: R£citatif de pOpera: «Titus» de Mozart.Example: r
u . „
167. „Recitative from the opera Titus, by Mozart.
Chant.
Melody.
Execution.
Piano.
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£
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etc.
etc.
Chant.
Melody.
Execution
Piano.
£ i1 I
Recitatif de POpera: «Noces de Figaro» de Mozart.
Recitative from the opera Figaro's Wedding by Mozart.
$* i h$ pppppir1 gpgl jjJ^gGiunse al-fi-neil momento, chego - drb senz'af-fanno, in braccio al -fi -dol mio...
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38
Petites notes
Lacciaccatura est line petite note vive qui precede,
a la distance d\m ton ou dull, demi-ton, line seconde
note moins courte qu'elle.
\
The Short Appog^iatura.
CAcciaccatura.)
The short appoggiatura is a small short note which
precedes a longer note at the interval of *a tone or
semitone.
169.
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170.fe s **r i»*r ^r s fe
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S H g ^^
Mordant.
Le Mordant se compose de deux ou trois notes pre-
cedant la note destine'e a former la melodic L'eleve
aura soin d'exe'cuter ce groupe de deux ou trois notes
avec rapidite', toutefois en lVtudiant dabord lentement,
afin de faire ressortir nettement chaque note.
The Mordent.
The Mordent consists of two or three notes which
precede a melody-note. The pupil must execute these
two or three notes very rapidly, but yet must not negi
lect to practise them slowly at first,so that each note
may be distinctly uttered.
171. j* j^j m fly ig ^ ^ j ^j m > - h -
P ^etc.
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£e^
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°
r °r^^^^ i-
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Grupetto.
Le Grupetto est un ornement de deux, trois ou qua-
tre petites notes, qui ne font pas partie de la me'lo-
die. II se compose de la re'union des appog-g-iatures
inferieure et supe'rieure a la note principale.
The Turn. (Gruppetto.)m *
The Gruppetto is an ornament consisting of two or
three small notes which do not belong to the melody
It is formed by the addition of the lower and higher
appoggiatura to the principal note.
i * jjg^B 1jp
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i
£ s m £ £ £ £r\
m \ i * £ £ P^ £ ££Trille.
Le trille est une oscillation reguliere du larynx.
une alternation rapide et eg*ale de deux sons con-
a la distance d\in ton ou d^in demi-ton. Le seul
de parvenir a faire un bon trille est de le tra-
en mesure, en comptant le nombre des batte-
Dabord il faut le travailler lentement; on pourra
augmenter le mouvement au fur et a mesure que leg-osier
a gagne' de la souplesse. Poilr e'viter toute fatigue a
voix de femme, on pourra commencer letud.e du trillepar
re^istre du medium:, on aura soin de transpose]* 1'exercice
trille ainsi que tons les autres exereices.
Maniere de travailler le trille.
The Trill.
The trill is a regular vibration of the larynx. It con -
sists of a rapid and rhythmical repetition of two notes
which lie close together, at the distance of a tone or a
semitone. The only method of acquiring a perfect trill
is to practise it in strict time, counting the number of
the notes. It must be practised slowly at first and the
beats doubled in speed only when the throat hasbecome
pliant. To avoid fatiguing the female voice, the trill
should be practised by beginning with the medium reg-
ister. The trill-exercises are to be transposed, like the
others.
How to practise the Trill.
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40
177.
^feg £E 3DC wg^^
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ft £^jEE
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<tr179.
£ IfllJ >-
i t ITOlJ >-
I t
Differentes terminaisons dutrille.
180. Different endings of trills.
^m
Trille de tierces., Trills separated by a third
iA^S -* <tr
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Gammes de trilles. Chain of Trills.
41
182.
<tr
5*•
5^ P?=*
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FfFfFfF 'fl 1« r«f » f « * « g£
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Exemple. Respirez
Example. Take breath., fr A.
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^etc.
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42
Trille doctave Octave -trills
183.
Execution
tfr^f
m <tr & 4r rs
3 msEES: i
/T\
^3E
m
r?\
ees2
P
fe-
/?N
Exercice
i > mpour faciliter le'tude du trille aux gosiers qui man-
qnent de souplesse. A transposer comme tons les au-
tres exercices.
Exercise
to facilitate the study of trills for a voice lacking in
agility. This exercise is to be transposed lik<; the oth-
ers.
184.
i/T\
QBE £==XE XE H
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3 1197 00560 2484
DATE DUE
MAN 2 7 198(i JUL 2 9 1997
fEilliOOL,
-m. <*FFP if
o ?nnq
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A'0--1<1 f^^'^g.y,/ (jJ^rfZr^,
1/
SCHIRMER'S LIBRARYgf MUSICAL CLASSICS
,
/
VOCAL METHODS AN<D STUDIES
VOL. NO.
453
454/457
458
459/462
463
464/466
PRICE
1090/95
s
1170
117/119
82
432/433
242
243
244
246
294
555
275
276
247
248
245
570
ABT, F.
Op. 474. Practical Sing-ing Tutor (Spicker). Sop.
or Ten. CompleteThe same, in 4 vols. EachThe same, M.-Sop. or
Contralto CompleteThe same, in 4 vols. EachThe same, Bar. or Bass
CompleteThe same, Vols. I-III
Each
BEHNKE, EMIL &CHARLES W.PEARCE.
30 Voice- training Exer-
cises*' 6 vols. (Sop., M.-Sop., Alto, Ten., Bar.,
Bass) Each
BONA, P.
Rhythmical articulation
BQNOLDI, F.
Exercises in Vocalisation.
3 vols. (Sop., M.-aop.,Alto) Each
BORDOGNI, M.24 Easy Vocalises (Intro,
to 36 vocalises)
36 Vocalises (Spicker). 2
vols. (Sop., M.-Sop., or
Bar.) Each
CONCONE, J.
Op. 9. 50 Lessons for theMedium part of the voiceThe same, for ContraltoOp. 10. 25 lessons for theMedium part of thevoice
Op. 10 bis. The same for
Alto
Op. 11. 30 Daily Exercises
for the Medium part of
the voice
The same for Alto
Op. 12. 15 Vocalises for
SopranoOp. 12 bis. The same for
Contralto
Op. 17. 40 Lessons for
Contralto
The same for Bass or
Baritone
The School for Sight-
singing. Practical me-thod for young begin-ners
1 50
50
1 50
50
1 50
50
75
75
60
50
1 00
7J
75
75
75
7=>
75
75
75
75
75
1 00
LAMPERTI, F.
Daily Exercises in Singing 75
VOL. NO.
918/919
556/557
568
569
26
654/656
930/931
384
391
597
793
794
126
593
594
PfclCE
8 Solfeggi in the ModernStyle. High voice, low
voice Each 1 00
LAMPERTI, G. B.12 Solfeggi for Sop. or M.-Sop. or Ten. 2 vols. Each 1 00
30 Preparatory Vocalises
(Sop.) 1 25
29 Preparatory Vocalises
(Alto) 1 25
LEMOINE, H. &G. CARULLI72 Solfeggi for 2 voices 75
LUTGEN, B.
Studies in Velocity. High,medium or low voice.
Each
The same, vol. II. Highor low voice. Each
s75
75
MARCHESI, M.
Op. 1. Elementary Pro-
gressive Exercises 1 00
Op. 2. 24 Vocalises for
Sop. or M.-Sop. 1 00
Op. 3. 24 Vocalises for
Soprano 1 50
Op. 21. The Art of Sing-
ing, part I. Elementaryand graduated exercises 1 00
The same, part II. 30
Vocalises for M.-Sop. 1 00
Op. 32. 30 Vocalises for
M.-Sop. 1 50
MARCHESI, S.
Op. 15. 20 Elementaryand Progressive Vocalises
for the Medium part of
the Voice. Ital., Eng. 1 00
Op. 15 bis. The same for
Alto 1 00
\'OL. NO. PF.ICE
MAZZONI, A.
292 Solfeggi for the Mediumpart of the voice 1 00
293 The same, for Contralto 1 00
NAVA, G.
580 Op. 1. 24 Solfeggi forAlto and Bass
581/582 The same, in 2 vols. Each583 Op. 1 bis. 24 Solfeggi for
M.-Sop. and Bar.
584/585 The same, in 2 vols. Each586/588 Op. 9. Elementary Sol-
feggi for the Mediumpart of the voice. 3 vols.
Each590 Op. 38. 51 Progressive
Melodies for Sop. andTen.
50
75
50
75
1 00
1 50
PANOFKA, H.
76 Op. 81. The Art of Sing-ing. 24 Vocalises for
Sop. (or M.-Sop. or Ten.)77/78 The same, in 2 vols. Each
79 Op. 81. The Art of Sing-ing. Edition for Alto (or
Bar. or Bass)
80/81 The same, in 2 vols. Each595/596/^Op. 85. 24 Progressive
Vocalises. 2 vols. Each426 Vocal ABC427 The same, vol. 1. First
Lessons in Singing
428 The same, vol. II. 24
Vocalises
r•
PANSERON, A.
Method of Vocalisa**-r*i
for Sop. or T»rlex. linen
T*-_ csurnterfn 2 vols. EachA Musical ABC for
Elementary Vocal In-
struction
Solfeggi for 2 Voices
I
RUBINI, G. B.
12 Lessons in ModernSinging for Ten. or Bop.
The same, in 2 vols. Each
1 25
75
I 25
75
75
75
50
40
450
*51/452
979
776
855
856/857
721
971
730
972
973
974
975
111
112
lt3
114
115
116
240
278
241
279
2 00
1 25
50
75
1 50
75
SIEBER, F.
Op. 42, 43. School ofVelocity
10 Vocalises and Solfeg-
gios:
Op. 44. (High Sop.)
Op. 45. (M.-Sop.)
Op. 46. (Alia)-
Op. 47. WTen.)Op. 48. VBar.)
Op. 40. (Bass)
36 Eight-Measure Vocalises, for Elementary Voc.il Teaching:
Op.
Op.
Op.
Op.
Op.
Op.
92.
93.
94.
95.
96.
97.
Sop.)
(M.-Sop.)
(Alto)
(Ten.)
(Bar.)
(Bass)
1 53
75
. n75
73
75
75
60
60
60
60
60
60
VACCAI, N.
Practical Ital. Vocal
Method (Sop. or Ten.)
(Marzials)
The same. (High Sop.)
The same. (M.-Sop.)
The same. (Alto or Bar.,
75
75
75
75