TIMBRE IN INSTRUMENTAL MUSIC
In instrumental music, timbre is also a highly potent influence in arousing emotional states, and we are all familiar with the fact that an oboe passage is often associated with the simplicity of outdoor rural life; that a melody for English horn has somehow become connected with mournful thoughts; the sound of trumpets, with martial ideas; and the grunting of the lower register of the bassoon, with comic effects. It is well known, also, that the skilful violinist can cause his instrument to sound an infinite variety of shades of color. But these means of expression are almost wholly under the control of the individual players and of the composer (as orchestrator), and cannot therefore be profitably discussed in a work on conducting.
PHRASING
The phrase in music is very similar to the phrase in language. In both cases, it is a thought (usually incomplete and forming a part of some larger idea) which must be slightly separated from the preceding and following phrases, that it may be correctlyunderstood; yet must be so rendered in relation to the neighboring material as to seem an integral part of the whole. In addition, it is of course necessary to emphasize the important words in a language phrase and the most significant tones in a musical one, as well as to subordinate the comparatively unimportant parts, in such a way that the real significance of the whole may be clear. Phrasing is thus readily seen to be an extremely important factor in the expressive reading of language, since one could scarcely interpret intelligibly if he did not first of all read as a group the words that belong together as a thought; and one could certainly not convey the correct idea of the group to a listener if the most important words in it were not stressed so as to stand out more vividly than the others. Although not so readily understood because of the absence of symbolism, phrasing is quite as important an element in the expressive rendition of music as it is in the case of language. In order to interpret properly the conductor must first of all determine what tones belong together in a group; must make the individuality of these groups evident by slightly separating them, but usually not to the degree of disturbing the basic rhythmic flow; and must so manage thedynamicsandtempoof each phrase as to make its content clear to the listener. Many phrases are so constructed that their proper delivery involves a gradualcrescendoup to the climax (usually the highest tone) and a correspondingdiminuendofrom this point to the end of the phrase.
PHRASING IN VOCAL MUSIC
In vocal music, the matter of phrasing is comparatively simple because here the composer has, in general, adapted the melody to the phrasing of the text; and since in language we have definite ideas and concrete imagery to assist us, all that we usually need to do in studying the phrasing of vocal music is to follow carefully the phrasing of thetext. But even then a warning ought perhaps to be given the young conductor regarding carelessness or ignorance on the part of singers about some of the most fundamental principles of phrasing. The most common mistakes made are:
1. Taking breath unnecessarily in the middle of a phrase.2. Breathing between the syllables of a word.3. Dividing a long phrase improperly.4. Running over breathing places where a pause is really necessary in order to bring out the meaning of the text.5. Pronouncing the unaccented syllable of a word at the end of a phrase with too much stress.6. Failing to stress the climax sufficiently.
1. Taking breath unnecessarily in the middle of a phrase.
2. Breathing between the syllables of a word.
3. Dividing a long phrase improperly.
4. Running over breathing places where a pause is really necessary in order to bring out the meaning of the text.
5. Pronouncing the unaccented syllable of a word at the end of a phrase with too much stress.
6. Failing to stress the climax sufficiently.
Mistakes of this kind are made because the singer all too frequently fails to recognize the fact that the interpretation of vocal music must be based upon the meaning of the text rather than upon purely musical considerations (cf.quotation from Caruso on page44).
A comma or rest ordinarily indicates the end of a phrase in vocal music. If, however, the phrase as marked is too long to be taken in one breath, the conductor should study it carefully for some point in it where another breath may be taken without too greatly marring the continuity of the text. Sometimes in a large chorus various sections of a division may take breath at different points, thus preserving the integrity of the phrase in certain cases where this is particularly desirable. It should be noted that when a breath is taken in the middle of a phrase or between the phrases where no rest occurs, the time for breathing must always be taken from the last note of theprecedingphrase, in order that the continuity of the rhythm may not be sacrificed.
The importance of studying phrasing from the standpoint of the effective rendition of sacred music will be realized more vividly if one takes the trouble to inquire of some of the members of the congregation how well they understood the words of the anthem or solo. Thereplies that will ordinarily be given to such a question will probably astonish the director of the church choir; and although he will sometimes be inclined to put the blame on the ears and minds of the congregation, there is no doubt that in very many cases the difficulty may be traced to poor enunciation and faulty phrasing on the part of the singers. The following examples are reported to be authentic instances of phrasing by church choirs:
Jesus lives no longer now,Can thy terrors, Death, appall us?
Jesus lives no longer now,Can thy terrors, Death, appall us?
The poet had quite a different thought in mind when he penned these words, with the correct punctuation marks:
Jesus lives! no longer nowCan thy terrors, Death, appall us!
Jesus lives! no longer nowCan thy terrors, Death, appall us!
The wild winds hushed the angry deep,Sank like a little child to sleep.
The wild winds hushed the angry deep,Sank like a little child to sleep.
What this verse means is, of course, easily seen by inserting the correct punctuation marks:
The wild winds hushed; the angry deepSank like a little child to sleep.
The wild winds hushed; the angry deepSank like a little child to sleep.
PHRASING IN INSTRUMENTAL MUSIC
In instrumental music we have no definite ideas and no concrete imagery to guide us; and the conductor, in company with all other students of instrumental music, will find it necessary to study his score most carefully if he is to unravel the threads that are woven together in such complex fashion in orchestral music. As implied above, phrasing in instrumental music means:
1. The grouping together of tones that belong to the same musical thought, this implying a slight break in continuity between phrases, as in language.2. Making evident the musical significance of the group by accenting or prolonging its most important tones.
1. The grouping together of tones that belong to the same musical thought, this implying a slight break in continuity between phrases, as in language.
2. Making evident the musical significance of the group by accenting or prolonging its most important tones.
These are only general principles, however, and the details of phrasing in instrumental music cannot be treated adequately in writing because of their too great complexity. It is only through practice, reinforced by the intelligent criticism of a real musician, that skill and taste in the art of phrasing can be acquired. A few concrete suggestions are offered, and these may be of some slight help to the amateur, but they are not to be thought of as "a complete guide."
1. The first tone of the phrase is often stressed slightly in order to mark the beginning of the new idea.2. The final tone (particularly of the short phrase) is commonly shortened in order to make clear the separation between phrases.3. The climacteric tone of the phrase is often prolonged slightly as well as accented, in order to make its relationship to the other tones stand out clearly.
1. The first tone of the phrase is often stressed slightly in order to mark the beginning of the new idea.
2. The final tone (particularly of the short phrase) is commonly shortened in order to make clear the separation between phrases.
3. The climacteric tone of the phrase is often prolonged slightly as well as accented, in order to make its relationship to the other tones stand out clearly.
RHYTHM
Closely connected with phrasing is rhythm, and although the rhythmic factor should perhaps theoretically belong wholly to the composer, since he is able to express his rhythmic ideas in definite notation, yet in actual practice this does not prove to be the case because the amateur player or singer so often finds that "time is hard"; and there are consequently many occasions when the rhythm indicated by the composer is wholly distorted, either because the performers are weak in their rhythmic feeling or because the conductor is careless and does not see to it that the rhythmic response of his chorus or orchestra is accurate and incisive and yet elastic.
Rhythm is the oldest of the musical elements and there is no question but that the rhythmic appeal is still the strongest of all for the majority of people. Rhythm is the spark of life in music, therefore, woe to the composer who attempts to substitute ethereal harmonies for virile rhythms as a general principle of musical construction. Mere tones, even though beautiful both in themselves and through effective combination, are meaningless,and it is only through rhythm that they become vitalized. In order to have interesting performances of choral and orchestral music the conductor must see to it that the performers play or sing all rhythmic figures correctly, that long tones are sustained for their correct duration, and that in general the musical performance be permeated by that steady throb of regular pulsation which is the foundation of all rhythmic coherence.
Modern musical rhythm is so complex in its frequent employment of syncopations, "cross accents,"et cetera, that the prospective conductor must study indefatigably if he is to unravel its apparently inextricably snarled-up threads. We assume, however, that detailed study of rhythm has constituted a part of the student's work in piano, singing,et cetera, and shall therefore not attempt to treat the matter further. Let us advise the would-be conductor, however, to continue his study of rhythm and phrasing unceasingly and never to allow himself to be deluded into believing that an accurate knowledge of these things is less necessary now than formerly. It has seemed to us that some public performers of the present day were cloaking their inability to play or sing with rhythmic accuracy under a pretense of being highly artistic and flexible in their rhythmic feeling. Needless to say, the existence of such a state of affairs is to be greatly deplored and the student is admonished to make sure that he is able to perform every detail of his music with metronomic accuracy before he attemptsrubatoeffects.
MELODY, HARMONY, AND PITCH REGISTERS
The second, third, and fourth of the elements of expression as cited in our list on page46belong almost wholly to the composer since he is able to indicate them precisely, and the conductor's chief concern in dealing with melody, harmony, and pitch registers will be to make certain that the composer's wishes are carried out tothe letter. For this reason no attempt will be made to discuss these matters further, the topic belonging to composition rather than to conducting.
PHYSICAL MEANS USED BY THE CONDUCTOR FOR INDICATING EXPRESSIONAL EFFECTS
Now that we have reviewed the elements of expression somewhat fully, what of the conductor? Shall we give him a set of specific directions for making his chorus or orchestra sing or play more loudly or more rapidly or more dramatically? Our reply is—no, not any more than we should attempt to show the student of acting or oratory exactly what gestures he is to make use of in playing upon the emotions of his audience. As implied at the outset, the thing that is necessary in both cases is that the interpreter have:
1. General scholarship.2. An intimate acquaintance with the content and spirit of the particular work to be interpreted.
1. General scholarship.
2. An intimate acquaintance with the content and spirit of the particular work to be interpreted.
Granting the presence of these two things, the actual gestures will usually take care of themselves. The conductor Altschuler remarks on this point:
There is no artificial code of signals needed between the conductor and his men; what the conductor needs is a clear conception of the composition.
There is no artificial code of signals needed between the conductor and his men; what the conductor needs is a clear conception of the composition.
We are fully in accord with this sentiment; but for the benefit of the tyro it may be well to note again that, in general, a quickening of tempo is indicated by a shorter, more vigorous stroke of the baton, whereas a slowing down in rate of speed, especially when accompanied by a letting down of emotional intensity, involves a longer, more flowing movement, with more back stroke. Louder tone is often indicated by the clenched fist, thefortissimoeffect at the climacteric point often involving a strong muscular contraction in the entire body; while softer tone is frequently called for by holding the left handout with palm down, by loosening the grip upon the baton, and by a generally relaxed condition of the entire body. Dynamic changes are also indicated to a certain extent by the amplitude of the beat and by the position of the hands. In calling for apianissimoeffect, the conductor usually gives short beats with the hands close together (if the left hand is also used), but in demandingfortissimothe beat is usually of much greater amplitude, and the hands, therefore, widely separated. For the swell (crescendo-decrescendo) the hands are usually close together at the beginning, are then gradually separated as far as possible, coming together again at the end of thedecrescendo.
Changes in quality are perhaps most frequently suggested by variation in the facial expression, poise of body,et cetera, while phrasing is often indicated by a movement of the left hand (thus signaling some part to begin or stop) or by a lifting of the arms and shoulders at the breathing point, thus simulating the action of the lungs in taking breath, and causing the singers or players actually to take a breath by instinctive imitation. The manner in which the baton is grasped and manipulated is of course another way of indicating these various expressional effects, this being especially noticeable in the case of phrasing, which is perhaps most often indicated by simply raising the baton higher at the end of a phrase, thus preparing it for a longer sweep at the beginning of the following phrase. But all of these things are done in different ways by various conductors, and no set rules can therefore be formulated.
The most important point to be noted by the beginner in conducting is that one must not direct with merely the hand and arm, but must use the entire body from head to toe in communicating to his chorus or orchestra his own emotion. Facial expression, the manner of grasping the baton, the set of the shoulders, the elevation of the chest, the position of the feet, the poise of thehead—all these must he indicative of the emotional tone of the music being rendered. But be sure you feel a genuine emotion which leads you to do these various things, and do not play to the audience by going through all kinds of contortions that are not prompted at all by the meaning of the music, but are called into existence entirely by the conductor's desire to have the audience think that he is a great interpreter. If the conductor does his work at any point in such a fashion that the audience watches him and is filled with marvel and admiration because of the interesting movements that he is making, instead of listening to the chorus or orchestra and being thrilled by the beautiful music that is being heard, then that conductor is retarding rather than advancing the progress of art appreciation; in short he is failing in his mission. One of the sincerest compliments that the writer has ever received came when he asked his wife whether he had conducted well at a certain public performance, and she replied that she guessed it was all right, but that she had been so absorbed in listening to the music that she had not thought of him at all!
The development of modern orchestral and operatic music has brought about a tremendous change in the prominence of the conductor, and there is no doubt but that his part in musical performance is now more important than that of any other type of interpreter, being probably second in importance only to that of the composer. From having been originally a mere time-beater, he has now come to be the interpreterpar excellence; and as Weingartner remarks (op. cit., p. 9) in referring to Wagner's conducting:
He is often able to transform as if by magic a more or less indefinite sound picture into a beautifully shaped, heart-moving vision, making people ask themselves in astonishment how it is that this work which they had long thought they knew should have all at once become quite another thing. And the unprejudiced mind joyfully confesses, "Thus, thus, must it be."
He is often able to transform as if by magic a more or less indefinite sound picture into a beautifully shaped, heart-moving vision, making people ask themselves in astonishment how it is that this work which they had long thought they knew should have all at once become quite another thing. And the unprejudiced mind joyfully confesses, "Thus, thus, must it be."
It will soon be discovered by the amateur that in every case where an effect such as that described by Weingartner has been brought about, it is because the conductor has studied the music and has then made gestures which were prompted by his sympathetic response to the thought of the composer. In other words, the conducting was effective because the feeling which prompted the gestures came from within, as is always the case when an orator or an actor moves us deeply. This is what is meant by interpretation in conducting; and we can scarcely do better, in concluding our discussion of the whole matter, than to quote once more from a writer to whom we have already referred.[22]
The great interpreters of instrumental music are those who can most nearly enter into the composer's ideals, or can even improve upon them, and who are able to give a delicacy or force of accentuation or phrasing which it is outside of the possibility of notation to express.... The days of cold, classical performance of great works are practically over. The executant or conductor now seeks to stir the deeper emotions of his audience, and to do so he must pay homage to the artist who conceived the work, by interpreting it with enthusiasm and warmth.
The great interpreters of instrumental music are those who can most nearly enter into the composer's ideals, or can even improve upon them, and who are able to give a delicacy or force of accentuation or phrasing which it is outside of the possibility of notation to express.... The days of cold, classical performance of great works are practically over. The executant or conductor now seeks to stir the deeper emotions of his audience, and to do so he must pay homage to the artist who conceived the work, by interpreting it with enthusiasm and warmth.
THE FIELD OF SCHOOL MUSIC
The phenomenal progress which has been made during recent years in the music departments of both the grades and the high schools of our great public educational systems, together with the fact that a large number of young men and women of real musical ability are entering the field of public school music as a life work, make it seem worth while to include a chapter upon the work of the music supervisor as conductor. The writer has long contended that the public school systems of this country offered the most significant opportunity for influencing the musical taste of a nation that has ever existed. If this be true, then it is highly important that the teachers of music in these school systems shall be men and women who are, in the first place, thoroughly trained musicians; in the second place, broadly educated along general lines; and in the third place, imbued with a knowledge concerning, and a spirit of enthusiasm for, what free education along cultural lines is able to accomplish in the lives of the common people. In connection with this latter kind of knowledge, the supervisor of music will, of course, need also to become somewhat intimately acquainted with certain basic principles and practical methods of both general pedagogy and music education.
We are not writing a treatise on music in the public schools, and shall therefore not attempt to acquaint the reader, in the space of one chapter, with even the fundamental principles of school music teaching. We shallmerely call attention to certain phases of the supervisor's work that seem to come within the scope of a book on conducting.
DIFFICULTIES INVOLVED IN TEACHING LARGE GROUPS
The first point that we should like to have noted in this connection is that teaching a group of from forty to one hundred children all at the same time is a vastly different matter from giving individual instruction to a number of pupils separately. The teacher of a class needs to be much more energetic, much more magnetic, much more capable of keeping things moving and of keeping everyone interested in the work and therefore out of mischief; he needs, in short, to possess in high degree those qualities involved in leadership and organization that were cited in anearlier chapteras necessary for the conductor in general. In teaching individual pupils one need not usually think of the problem ofdisciplineat all; but, in giving instruction to a class of from thirty to forty children in the public schools, one inevitably finds in the same group those with musical ability and those without it; those who are interested in the music lesson and those who are indifferent or even openly scornful; those who are full of energy and enthusiasm and those who are lazy and indifferent and will do only what they are made to do; those who have had lessons on piano or violin and have acquired considerable proficiency in performance, and those who have just come in from an outlying rural school where no music has ever been taught, and are therefore not able to read music, have no musical perception or taste whatsoever, and are frequently not even able to "carry a tune." In dealing with such heterogeneous classes, problems of discipline as well as problems of pedagogy are bound to arise, and it requires rare tact and skill in working out details of procedure, as well as a broad vision of the ultimate end to be accomplished, to bring orderout of such musical chaos. And yet precisely this result is being secured by hundreds of music teachers and supervisors all over the country; and the musical effects of a fifteen-minute daily practice period are already surprisingly evident, and will undoubtedly become more and more manifest as the years go by. The outlook for the future is wholly inspiring indeed; and no musician need fear that in taking up public school music he is entering upon a field of work which is too small for one of his caliber. The only question to be asked in such a case is whether the teacher in question is big enough and is sufficiently trained along musical, general, and pedagogical lines to handle this important task in such fashion as to insure a result commensurate with the opportunity.
THE ADVANTAGES OF AN ATTRACTIVE PERSONALITY
Charm of personality has a great deal to do with the success of many directors of children's singing. School superintendents are well aware of this fact, and of two equally capable candidates for a school position (especially one involving work with small children) the supervisor who is attractive in appearance and neat in attire, is almost sure to be chosen. We mention this fact not in order to discourage those not possessing an average amount of personal charm, but to encourage them to take physical exercise, and by other means to increase the attractiveness of their physical appearance; to enhance their charm further by tasteful dress; and most important of all, to cultivate a sprightly and cheerful attitude (but not a patronizing and gushing manner) toward children as well as adults. Attractiveness of personality may be increased further by the cultivation of refined language and a well-modulated voice in speaking, as well as by schooling oneself in the habitual use of the utmost courtesy in dealing with all people.
DIRECTING YOUNG CHILDREN
In the lower grades, it is best not to conduct formally with baton in hand, but rather to stand (or sit) before the class, and by facial expression, significant gesture, bodily pose,et cetera, arouse an appropriate response to the "expression" of the song. Every song tells a story of some sort and even little children can be caused to sing with surprisingly good "expression" if the teacher makes a consistent effort to arouse the correct mental and emotional attitude toward each individual song every time it is sung.
DIRECTING OLDER CHILDREN
In teaching a class of older children, it is well for the supervisor to stand at the front of the room with baton in hand, giving the conventional signals for attack and release and beating time in the usual way during at least a part of each song in order that the children may become accustomed to following a conductor's beat. It is not necessary to beat time constantly, and the teacher, after giving the signal for the attack and setting the tempo, may lower the baton, until afermata, or aritardando, or the final tone of the song makes its use necessary again.
A word of warning should perhaps be inserted at this point against tapping with the baton, counting aloud, beating time with the foot,et cetera, on the teacher's part. These various activities may occasionally be necessary, in order to prevent dragging, to change the tempo, to get a clear and incisive rhythmic response in a certain passage,et cetera; but their habitual employment is not only exceedingly inartistic, but is positively injurious to the rhythmic sense of the children, because it takes away from them the opportunity (or rather necessity) of each one making his own individual muscular response to the rhythm of the music. The more responsibility the teacher takes, the less the pupils willassume, and in this way they are deprived of the practice which they need in working out the rhythm for themselves, the result often being that a group of children get to the point where they cannot "keep time" at all unless some one counts aloud or pounds the desk with a ruler as an accompaniment to their singing.
THE SELECTION OF MUSIC FOR GRADE CHILDREN
A very large element in the success of all public performances is the selection of just the right type of music. In the case of small children, unison songs with attractive music and childlike texts should be chosen. When the children are somewhat older (from eight or nine to twelve) longer and more elaborate unison songs provided with musicianly accompaniments may be selected, while rounds and unaccompanied part songs are effective by way of contrast. In the case of upper-grade children, part songs (sometimes even with a bass part, if there are enough changed voices to carry it successfully) are best. But it should be noted that the voices in these upper grades are not usually so clear and brilliant as they have been in the two or three preceding years, the beauty and brilliancy of the child's voice culminating at about the Sixth Grade.
THE HIGH SCHOOL CHORUS IN PUBLIC
In planning public performances for a high school chorus, many difficult questions arise. Shall the program consist of miscellaneous selections or of a connected work? If the latter, shall it be of the operatic type, involving action, scenery, and costumes, or shall it be of the cantata or oratorio type? And if the latter, shall heavy works like theMessiahandElijahbe given, or shall our efforts be confined to presenting the shorter and simpler modern works which are musically interesting and in the rendition of which the immature voicesof adolescent boys and girls are not so likely to be strained? A discussion of these matters properly belongs in a treatise on public school music, and we can only state our belief here that, in general, themusicaldevelopment of the children will be more directly fostered by practice upon choral rather than upon operatic works; and that extreme care must be exercised by the high school chorus director in handling immature voices lest they be strained in the enthusiasm of singing music written for mature adult voices. Whether this implies the entire elimination of theMessiahand other similar works, is left to the discretion of each individual supervisor, it being our task merely to point out the responsibility of the high school chorus director for recognizing the difference between mature voices and immature ones.
THE PUBLIC PERFORMANCE
In giving public performances with a large group of small children, the director will need to learn that it is necessary to teach in advance the precise shading to be employed at the performance. In working with an adult chorus, the conductor expects every singer to watch him closely throughout the selection, and many slight changes of tempo and dynamics are made at the performance that have perhaps never been thought of during the rehearsal. But children are usually not able to keep their minds on the task in hand to this extent, and if there is to be aritardandoor acrescendoat a certain point, the only safe thing is to teach this change in tempo or dynamics when first taking up the song, so that the expressional element may become a habit in the same way as the tones and rhythms. This is particularly necessary in teaching the same songs to several different groups separately in preparation for a public performance in which various groups that have not practised together are to sing the same numbers.
ATTITUDE OF THE CONDUCTOR AT THE PERFORMANCE
The conductor must always appear cheerful and confident when conducting children (or for that matter, adults) in public, for if he seems anxious and distressed, or worse yet, if he informs the singers that he is afraid that they will not do well, his uneasiness is almost sure to be communicated to the performers and there will probably be a panic and perhaps even a breakdown. If the conductor seriously feels that the compositions to be performed have not been rehearsed sufficiently, it will be far better for him either to insist upon extra rehearsals (even at considerable inconvenience), or else upon a postponement of the performance. A good rule to follow in preparing for a public performance of any kind is this:Go through the work over and over until it is done correctly; then go through it enough times more to fix this correct way in mind and muscle as a habit.Too many performances are given upon an inadequate rehearsal basis, and it has happened again and again that performers have been so busy watching the notes that they have had no time to watch the conductor, and the rendition of really beautiful music has been made in a tame, groping, and consequently uninteresting manner. Our American impatience with slow processes of any sort is as often to blame here as the negligence of the conductor, the latter often arranging to have a performance at an earlier date than he really wishes to because he knows that his chorus will become impatient with the large number of repetitions that a really artistic performance requires.
THE HIGH SCHOOL CHORUS
In directing a large high school chorus (sometimes numbering from five hundred to fifteen hundred singers), the conductor will find it necessary to study his score in advance even more than usual, for here he is dealing with large numbers of bright and lively American boys and girls, many of whom are not particularly interested in the chorus practice and all of whom love to indulge in mischievous pranks of various sorts. The conductor who is likely to be most successful in handling such a chorus is he who, other things being equal, has prepared his work most thoroughly and is able to conduct without looking at his music at all, and who can, therefore, keep things moving throughout the rehearsal period. We might add that if he does not keep things movingmusically, the students in his chorus will keep them moving along other and probably less desirable lines!
SEATING THE HIGH SCHOOL CHORUS
Many other topics might be discussed in this chapter but the subject is too complex for adequate treatment except in a work dealing with this one subject alone. Let us, therefore, close the chapter by giving a plan for seating the high school chorus that has been found effective in various schools where it has been used.
SEATING PLAN FOR A HIGH SCHOOL CHORUS
The advantages of the plan given above are:
1. That it places the boys in front where their less developed voices and often smaller numbers will insure better balance,[23]and where also the teacher can more easily see what is going on in their midst.2. It places all the boys in the same part of the room and thus removes the chief objection that boys with unchanged voices make to singing soprano and alto. There will probably not be a great number of these unchanged voices in any ordinary high school chorus, but there are almost certain to be a few, and these few should not be attempting to sing tenor or bass when their voice-range is still that of soprano or alto.3. By placing themezzovoices (of which variety there are usually more than of any other) between the sopranos and altos, they can be used on either the soprano or alto part, as may be necessitated by the range and dynamic demands of the composition in hand. In seating thesemezzo-sopranogirls the teacher may furthermore allow those who, although havingmezzovoices, prefer to sing the alto part, to sit on the side next to the alto section and the others on the side next to the soprano section. If there are any boys with unchanged voices who aremezzoin range, they may be seated directly back of the bass section, thus keeping them in the boys' division and yet giving them an opportunity of singing with those who have the same range as themselves.
1. That it places the boys in front where their less developed voices and often smaller numbers will insure better balance,[23]and where also the teacher can more easily see what is going on in their midst.
2. It places all the boys in the same part of the room and thus removes the chief objection that boys with unchanged voices make to singing soprano and alto. There will probably not be a great number of these unchanged voices in any ordinary high school chorus, but there are almost certain to be a few, and these few should not be attempting to sing tenor or bass when their voice-range is still that of soprano or alto.
3. By placing themezzovoices (of which variety there are usually more than of any other) between the sopranos and altos, they can be used on either the soprano or alto part, as may be necessitated by the range and dynamic demands of the composition in hand. In seating thesemezzo-sopranogirls the teacher may furthermore allow those who, although havingmezzovoices, prefer to sing the alto part, to sit on the side next to the alto section and the others on the side next to the soprano section. If there are any boys with unchanged voices who aremezzoin range, they may be seated directly back of the bass section, thus keeping them in the boys' division and yet giving them an opportunity of singing with those who have the same range as themselves.
As will be noted in the plan, the conductor stands directly in front of the basses, the piano being placed on either side as may be most convenient, the pianist, of course, facing the conductor. In directing a large chorus, it is a great advantage to have two pianos, one on either side.
THE SIGNIFICANCE OF COMMUNITY MUSIC
The recent rise of community music has evoked no little controversy as to whether art can be made "free as air" and its satisfactions thrown open to all, poor as well as rich; or whether it is by its very nature exclusive and aristocratic and therefore necessarily to be confined largely to the few. We are inclined to the former belief, and would therefore express the opinion that in our efforts to bring beauty into the lives of all the people, we are engaged in one of the most significant musico-sociological enterprises ever inaugurated. For this reason we shall discuss at this point ways and means of securing satisfactory results in one of the most interesting phases of community music,viz., the community chorus. The development of the community chorus (and indeed to a certain extent, the whole movement to bring music and the other arts into the lives of the proletariat) is due to a combination of artistic and sociological impulses; and it undoubtedly owes its origin and success as much to the interest in the living and social problems of the middle and lower classes, which the recently developed science of sociology has aroused, as it does to purely musical impulses.
Because of the fact that community music is a sociological phenomenon as well as an artistic one, the director of a community chorus must possess a combination of artistic and personal traits not necessarily present in the case of other musicians. In particular, he must be a good mixer as well as a good musician; and if one orthe other of these qualities has to be sacrificed in some degree in favor of the other, we should be inclined to insist first of all upon the right sort of personal traits in the leader of community music. In order to be really successful in working among the common people, the leader must be one of them in all sincerity of spirit, and must be genuinely in sympathy with their point of view. This fact is especially pertinent in those types of work in which one deals with large masses of men and women. The director of community singing must therefore, first of all, be a good mob leader. But if, having met the people upon their own level, he can now call upon his artistic instincts and his musical training, and by means of a purely esthetic appeal raise his crowd a degree or two higher in their appreciation of music as a fine art, eventually perhaps finding it possible to interest them in a higher type of music than is represented by the songs sung in this friendly and informal way, then he has indeed performed his task with distinction, and may well be elated over the results of his labors.
THE SOCIAL EFFECT OF COMMUNITY SINGING
One of the fundamental reasons for encouraging the use of carols at community Christmas tree celebrations, as well as other similar forms of group singing, is its beneficial effect upon the attitude of the people toward one another and toward their social group or their country. Through singing together in this informal way, each individual in the crowd is apt to be drawn closer to the others, to feel more interested in his neighbors; and in the case of "sings," where the dominating note is patriotism, to become imbued with a deeper spirit of loyalty to country. In very many cases, individuals who formerly would have nothing to do with one another have been drawn together and have become really friendly, as the result of sitting together at a community "sing." Referring to the effect of the first "Song and Light Festival" in New York City, a well-known artist remarked:[24]
The movement illustrates plainly to me the coming forth of a new consciousness. Outside the park, strikes, sedition, anarchy, hatred, malice, envy; within, beauty, peace, the sense of brotherhood and harmony.... Community singing is teaching men to find themselves, and to do it in unity and brotherly love.
The movement illustrates plainly to me the coming forth of a new consciousness. Outside the park, strikes, sedition, anarchy, hatred, malice, envy; within, beauty, peace, the sense of brotherhood and harmony.... Community singing is teaching men to find themselves, and to do it in unity and brotherly love.
This same sort of an effect has been noted by us and by innumerable others in many other places, and various testimonies to the beneficial social effect of community singing, neighborhood bands, school orchestras, children's concerts, and similar types of musical activity have come from all parts of the country since the inception of the movement.
The impulse to bring music into the lives of all the people is not a fad, but is the result of the working out of a deep-seated and tremendously significant innate tendency—the instinct for self-expression; the same instinct which in another form is making us all feel that democracy is the only sure road to ultimate satisfaction and happiness. It behooves the musician, therefore, to study the underlying bases of the community music movement, and to use this new tool that has been thus providentially thrown into his hands for the advancement of art appreciation, rather than to stand aloof and scoff at certain imperfections and crudities which inevitably are only too evident in the present phase of the movement.
QUALITIES OF THE COMMUNITY SONG LEADER
If the social benefit referred to above,—viz., the growth of group feeling and of neighborly interest in one's fellows, is to result from our community singing, we must first of all have leaders who are able to make people feel cheerful and at ease. The community songleader must be able to raise a hearty laugh occasionally, and he must by the magnetism of his personality be able to make men and women who have not raised their voices in song for years past forget their shyness, forget to be afraid of the sound of their own voices, forget to wonder whether anyone is listening, and join heartily in the singing.
There is no one way of securing this result; in fact, the same leader often finds it necessary to use different tactics in dealing with different crowds, or for that matter, different methods with the same crowd at different times. The crux of the matter is that the leader must in some way succeed in breaking up the formality, the stiffness of the occasion; must get the crowd to loosen up in their attitude toward him, toward one another, and toward singing. This can often be accomplished by making a pointed remark or two about the song, and thus, by concentrating the attention upon the meaning of the words, make the singers forget themselves. Sometimes having various sections of the crowd sing different stanzas, or different parts of a stanza antiphonally will bring the desired result. By way of variety, also, the women may be asked to sing the verse while the entire chorus joins in the refrain; or the men and women may alternate in singing stanzas; or those in the back of the balcony may repeat the refrain as an echo; or the leader and the crowd may sing antiphonally. In these various ways, considerable rivalry may be aroused in the various sections of a large chorus, and the stiffness and unfriendliness will usually be found to disappear like magic. But if the director is cold and formal in his attitude, and if one song after another is sung in the conventional way with no comment, no anecdote, and no division into sections, the people will be more than likely to go away criticizing the leader or the accompanist or the songs or each other, and the next time the crowd will probably be smaller and theproject will eventually die out. The chronic fault-finder will then say, "I told you it was only a fad and that it would not last"; but he is wrong, and the failure must be attributed to poor management rather than to any inherent weakness in the idea itself.
VARIETY OF SONG MATERIAL MADE POSSIBLE BY COMMUNITY SINGING
The majority of people have no opportunity of singing except when they go to church; but many do not go to church often, and even those who go do not always sing, and only have the opportunity of singing one type of music when they do take part. Moreover, for various reasons, the singing of church congregations is not as hearty as it used to be a generation or two ago. The opportunity to spend an hour in singing patriotic hymns, sentimental songs, and occasionally a really fine composition, such as thePilgrims' ChorusfromTannhäuser, is therefore eagerly welcomed by a great many men and women—those belonging to the upper classes as well as the proletariat. When once the barrier of formality has been broken down, such gatherings, especially when directed by a leader who is a good musician as well as a good mixer, may well become the means of interesting many thousands of men and women in the more artistic phases of music; may indeed eventually transform many a community, not only from a crowd of individuals into a homogeneous social group, but may actually change the city or village from a spot where ugliness has reigned supreme to one where the dominating note is beauty—beauty of service as well as beauty of street and garden and public building; and where drama and music, pictures and literature, are the most cherished possessions of the people. In a place which has been so transformed, the "eight hours of leisure" that have so troubled our sociologists will present no problem whatever; for the community chorus,the neighborhood orchestra, the music and dramatic clubs, and the splendid libraries and art galleries will assume most of the burden of providing a worthy use of leisure.