English Diction & Repertoire

(MUSA 1251 – 18160)

Fall 2004

Course Description

A one-semester course designed to help students

Develop an understanding of IPA and its use regarding the English language in singing

Develop a knowledge of standard English repertoire

Develop the ability to describe and correct English language physical articulation problems

Develop the ability to apply the above knowledge to studio and classroom teaching situations

Course Goals / Objectives

By the end of this semester, students should be able to:

Correctly write IPA symbols utilized in the course text (The Singer’s Manual of English Diction by Madeleine Marshall).

Discuss the concepts guiding good diction as it relates to efficient, musical singing

Identify and discuss the various physical aspects of English speech / singing

Identify the most common English diction problems in singing and how to correct/eliminate them

Identify three standard sources for English singing diction in addition to the course text

Prepare and perform any English text employing the concepts covered in the text and in class

Translate English text into IPA and IPA into English

Identify by sound the composer, title and (if appropriate) the cycle/source of any song from the course listening

Identify criteria for selecting appropriate repertoire based upon student information / skills

Identify appropriate repertoire based upon criteria for selection

Describe stylistic information regarding composers or genres of song.

Maintain a comprehensive song catalogue based upon course performances, listening and lectures

In order to accomplish the above, students will:

Complete written and oral exercises

Complete daily quizzes

IPA and diction rules

Listening tape items

Complete tests

Mid-Term Exam

Comprehensive

IPA and diction rules

Oral recitation

Final Exam

Comprehensive

IPA and diction rules

Oral recitation from memory

Listening tape items

Perform six songs –

In class

Two from list provided by professor (unmemorized)

Three selected by applied teacher

Two unmemorized

One memorized

In recital

One selected by applied teacher (memorized)

Prepare and turn in IPA translation sheets for each solo song performance in class and recital of a song selected by your applied teacher (see attached form). In Diction Class provide 1copy for each student; the original goes to Mrs. Bowles.

Prepare oral readings of poetry / song text(s)

Grades will be based upon the above and on class attendance and participation. The professor reserves the right to drop anyone from class who is not meeting these expectations.

Songs 1 & 2

Sign up for onesong in each of the following groups – maximum two people per song.

Art song

Simple Gifts______

Greensleeves______

Drink to me only______

The Water is Wide______

Come again, sweet love______

DreamValley______

Balm in Gilead______

My lovely Celia______

Musical Theater

Almost like being in love______

Any dream will do______

On a clear day______

Oh what a beautiful morning______

Put on a happy face______

‘S wonderful______

Till there was you______

Try to remember______

Music is on reserve in the Music Library – see Adventures in Singing by Clifton Ware.

IPA Form

Date performed ______Your Name ______

Song Title

Composer’s full name

Composer’s dates

IPA translation

Poetic text phrase (start a new line with each new poetic phrase)

(skip at least three typed lines and two printed lines between each phrase)

IPA translation

Poetic text phrase

IPA translation

Poetic text phrase

IPA translation

Poetic text phrase

etc. . .

USE 81/2 x 11 WHITE PAPER

NO TORN EDGES

ALL HANDWRITTEN PAPERS MUST BE NEATLY PRINTED AND CLEARLY LEGIBLE

THE SAME STANDARD APPLIES TO HANDWRITTEN AND TYPED FORMS

YOUR GRADE WILL DROP TO THE DEGREE THAT YOUR FORM DOES NOT FOLLOW THE STATED GUIDELINES

English Diction and RepertoireNAME ______

Mid-Term Exam

9/28/04

Complete the following chart by filling in the blanks with the correct IPA symbol.

Unvoiced / Voiced
p
d
v
k
ʧ
Ʒ
Ɵ
s

Translate the following into IPA.

  1. learn______
  1. warm______
  1. George______
  1. beautiful______
  1. elephant______
  1. customs______
  1. loomed______
  1. delighted
  1. employed

English Diction Mid-Term

9/28/2004

page 2

  1. hour______
  1. church______
  1. question______
  1. jeering______
  1. retire______
  1. suspect (noun)______
  1. suspect (verb)______
  1. thought______
  1. mingle______
  1. song______
  1. flowering______
  1. ice ______
  1. eyes______
  1. agent______
  1. newspaper______
  1. though______
  1. grabbed______
  1. faithfully______
  1. wherever______
  1. refrigerator______
  1. few______
  1. onions______
  1. enough______

English Diction Mid-Term

9/28/2004

page 3

  1. which______
  1. south______
  1. surely______
  1. fourth______

40. (Write your name in IPA)______

Fill in blank with the letter of the MOST correct answser.

____1. [i, Ɛ ] are

  1. lip vowels
  2. tongue vowels
  3. jaw vowels
  4. all of the above
  5. none of the above

____2. Sounds for plurals endings are determined by

  1. consonants that preceed them
  2. vowels that preceed them
  3. sounds that preceed them
  4. all of the above
  5. none of the above

____3. Sounds for past-tense (or –ed endings) of words are determined by

  1. consonants that preceed them
  2. vowels that preceed them
  3. sounds that preceed them
  4. all of the above
  5. none of the above

____4. Musical theater demands that we

  1. intensify the “r” sounds
  2. intensify the diphthongs
  3. intensify the voiced consonants
  4. all of the above
  5. none of the above

English Diction Mid-Term

9/28/04

page 4

____5. An unvoiced consonant

  1. is silent
  2. does not phonate the vocal cords
  3. has pitch
  4. all of the above
  5. none of the above

____6. [o, u] are

  1. lip vowels
  2. tongue vowels
  3. jaw vowels
  4. all of the above
  5. none of the above

____7. We develop independence of motion in the tongue so that

  1. the tip of the tongue can move independently
  2. the back of the tongue can move independently
  3. the tongue and jaw can move independently
  4. all of the above
  5. none of the above

____8. Diction and resonance are sometimes in conflict because

  1. the same muscles manipulate both
  2. efficient resonance sometimes requires diction adjustment
  3. certain pitches acoustically hinder spoken-quality diction
  4. all of the above
  5. none of the above

____9. When we leap up from one pitch to another, we

  1. put the beginning consonant of the upper note on the upper pitch
  2. put the beginning consonant of the upper note on the lower pitch
  3. do not sing the consonant
  4. all of the above
  5. none of the above

English Diction Mid-Term

9/28/04

page 5

____10. In singing diphthongs and triphthongs we sing on the

  1. first vowel
  2. second vowel
  3. third vowel
  4. all of the above
  5. none of the above

____11. Voiced consonants are useful because they

  1. focus the tone
  2. can center the pitch of the vowels that follow them
  3. help to create a legato singing line
  4. all of the above
  5. none of the above

____12. We help clarify consonants by the way we

  1. begin them
  2. release them
  3. put pitch to them
  4. all of the above
  5. none of the above

____13. “the” is pronounced

  1. [ ] before a word beginning with a vowel
  2. [ ] before a word beginning with a consonant
  3. [ ] at all times
  4. all of the above
  5. none of the above

This is the story of a lost young blonde girl who needed a hotel and a meal.

She wandered in the forest, saw a cabin and went inside.

She saw three plates of food: one big, one little and one medium.

The traveler was hungry, ate every bite on the big plate and looked for a place to sleep.

Searching the house, the girl found three beds and collapsed into the twin bed – it was just right.

While she slept, the owners of the cabin came home, found her in their child’s bed and began growling.

Our heroine woke up, jumped out of bed and ran six miles before she stopped and caught her breath.

Repertoire – Projects

Select three possible English songs (one music theater, two art songs) that would be appropriate for your student. You may select from any songs on tape or those performed in class.

Student 1Student 2

10th grade male9thgrade female

1st year in choir1st year in choir

plays clarinetno instruments

lyric baritonebig voice mezzo

lower range unstableno passaggio challenges

major key solfege onlymajor key solfege only

fair pitch accuracygood pitch accuracy

fair agilityaverage agility

excellent rhythm skillsgood rhythm skills

poor breath managementgood breath management

Student 3Student 4

12th grade male11th grade female

3rd year in choir4th year in choir

plays pianoplays violin and flute

tenorsoprano

no passaggio challengeslower passaggio challenge

major & minor solfegemajor & minor solfege

tends to flat in upper rangetends to weaken in mid-range to chest

good agilityexcellent agility

fair rhythm skillsexcellent rhythm skills

excellent breath managementexcellent breath management

Student 5Student 6

8th grade male12th grade female

1st year in choir1st year in choir

plays drumsno instruments

altosoprano

cambiata instabilityuncertain pitch centers

no solfegeno solfege

poor agilityaverage agility

good rhythm skillsaverage rhythm skills

average breath managementpoor breath management

Final Group Project

English Diction & Repertoire

Fall 2004

Each group represents a textbook company. You have created a curriculum for English Diction and Repertoire to be used in high schools and are now presenting it to a group of teachers who will decide whether or not your curriculum will be purchased for their school district.

Your class will meet every day for one hour.

Your curriculum should cover one school year.

Your curriculum presentation must address / include:

IPA teaching tools

Physical articulation exercises / teaching materials

Written exercises

Learning songs (songs everyone will learn)

10 song / solo repertoire suitable for high school students, suitable for

high and low voices

male and female singers

advanced and beginning singers

solo & ensemble contest

Solo repertoire listening

Learning activities

Visual aids

Tests / quizzes

A week-by-week calendar showing an overview of the sequence of the curriculum throughout a 36 week school year.

Each member of the group should have specific aspects of this project for which they are responsible.

You are encouraged to be creative (but professional) in your materials and in your presentation.

Your group will make its presentation as part of your final.

English Diction & RepertoireNAME ______

Final Exam – 12/2/04

Listening Quiz 6

1.

2.

3.

Translate the following into IPA.

  1. learn______
  1. George______
  1. customs______
  1. loomed______
  1. employed______
  1. hour______
  1. church______
  1. question______
  1. jeering______
  1. retire______
  1. suspect (noun)______
  1. thought______
  1. mingle______
  1. flowering______
  1. heightened______
  1. newspaper______

English Diction Final

12/2/04

page 2

  1. though______
  1. grabbed______
  1. faithfully______
  1. wherever______
  1. refrigerator______
  1. onions______
  1. enough______
  1. south______
  1. surely______
  1. fourth______
  1. outstanding______

Answer the following:

  1. What is the value of IPA?
  1. What is the difference between a voiced and an unvoiced consonant?
  1. What is the value of voiced consonants in singing?
  1. What is the value of unvoiced consonants in singing?
  1. What are the lip vowels? Why are they called lip vowels?

English Diction Final

12/02/04

page 3

  1. What are the tongue vowels? Why are the called tongue vowels?
  1. Why do resonance and diction come into conflict? How should the conflict be resolved?
  1. What is a diphthong? Which vowel is stressed?
  1. What is a tripthong? Which vowel is stressed?
  1. How do we clarify consonants?
  1. When would it be appropriate to use [ r ] with a diphthong schwa? Why?
  1. How do we modify our diction for musical theater repertoire?

13. How do we manage diction in an interval that leaps up? in an interval that leaps down?

14. What are the rules for pronouncing “the”?

15. What has been the best / most valuable learning for you this semester in Diction?

English Diction Final

12/02/04

page 4

List the things you would need to know in order to select appropriate music for one of your singers. Discuss your reason for including each item.

Name one song from our listening lists by each of the following composers:

  1. Aaron Copland
  1. Henry Purcell
  1. George Frederick Handel
  1. Samuel Barber
  1. Ralph Vaughn-Williams
  1. Peter Warlock

Identify what physical posture or action a singer would need to use to correct the following diction errors:

  1. Sings [ ð ] for [ d ]
  1. Sings [ s ] for [ z ]
  1. Sings [ i ] for [ I ]

English Diction Final

12/02/04

page 5

  1. Sings [ Ʊ] for [ u ]
  1. Sings [ ʃ ] for [ tʃ ]
  1. Sings [ tʃ] for [ ʤ]