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Ten Easy Vocalises and Solfeggios: Op. 44 - Soprano: Ferdinand Sieber: Books - honglinktalink.tk
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Mozart: Divertimento No. Mozart: Mass in C minor, K.

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Scottish , arr. Welsh , arr. Cornish , arr. Posthumous "Reiselied", Op. Mozart: Misericordias Domini F. Haydn: Symphony No. Zelenka Audrone Zigaityte Arvids Zilinskis.

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Twenty-Nine Preparatory Vocalises

Programs that have included the works of George F. Programs that have included the works of Sam H. Programs that have included the works of Benjamin J. In the inner ear there is a little spiral body like the shell of a garden snail, less than three quarters of HOW TO STUDY MUSIC 21 an inch in length, which contains a carpet of filaments of the auditory nerve, their ends floating in liquid, running up the spiral like the keys of a keyboard.

Twenty-Nine Preparatory Vocalises

The vibrations of the air impinge upon the drum of the ear, set in motion the three auditory bones, the hammer, the mallet and the anvil called from their shapes and the last of these is fast to this little enclosed chamber of hearing, the Cochlea of the ear. The vibrations thus impinging upon the nerve-ends here floating fall upon those filaments adapted to take up vibrations of the particular sound, higher or lower, along the spiral according to the pitch of the sound.

Every tone of melody you hear, every chord of music, every gross sound of nature, reports itself by agitating these floating nerve-ends. And with what clearness do they report in the cases we have learned to know! Think of the words, of the thousand and one sounds of daily life, whose source you understand the moment you experience the brain con- sciousness of sound. It was no doubt at first a wonder that so elaborate an apparatus for hearing music should have become developed so long before there was any music to hear. But this is no more wonderful than that sheep should have lived long before the demand for the misnamed " catgut " had arisen for the ami- able sheep is the source of the singing string of the fiddle, big and little.

But when we stop to think of it, we remem- ber that our land, as Caliban points out, "is full of noises" ; and noises are but conglomerations of tones, so confused that we cannot hear the tones, but only the noise of the inter- mingling. Also, every conventional intonation of human speech, the inflection which without the word implies a com- mand, a question, a caress — each one of these consists of a selection of some vanishing tone-suggestion which we hear in its meaning but do not recognize as tonal.

And how much is this kind of pleasure en- larged as the variety of musical tones has increased! In fact, the highest form of pure music we have, that of the orchestra, turns very much upon employing contrasting colors and rich blendings of tones, for enhancing the idea itself and satisfy- ing this Sybaritic pleasure in gratification of ear.

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Ear-pleasure, pure mechanical satisfaction in hearing, is the foundation of musical enjoyment. And to bring this capacity to its limit of refinement involves a long-continued experience, vastly beyond anything which as yet is provided for any but a very small selection of fortunately situated children. And I do not go so far as to say that a cultivated pleasure or capacity of pleasure of this kind, may not be of itself a sufficient reward for long years of study and experience.

Our minds are so constituted that as soon as we conceive a greater, we know that we ought to prefer that. The normal attitude of the mind of man in regard to the multitudinous impressions of sound and sight, which beset him during his waking hours, is much like that of the city dweller in his relation to his own outer life.


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  • His pathway is crossed in every direction by contradictory currents of activity, amid which the bystander thinks it a wonder that he comes safely through at all. The secret of his success is easy; he minds his own business. That is to say, he takes notice of those impressions only which appear likely to help or hinder him. The others vanish like the shadows of clouds which float across his path, mostly unseen. So it is with the mind in music. It has to learn its busi- ness, and by an apprenticeship which is by no means short or easy. The principle, namely, is this: While the pianist, and to a great extent all instrumental- ists ; read their music by the letter-names and play it accord- ingly, the music itself does not lie in the slightest degree within the pitch-status of the tones which the letter-names particularly give us ; but in something very different, namely, in the rhythms, melodies and harmonies, which are Key relations, wholly independent of the absolute pitch, and so of the letter-names.

    Note in passing, that the rhythm bases itself in a rhythmic tonality, just as truly as the melody and harmony do. Because every rhythm in a movement defines itself against its own proper background of rhythmic key — i. When, e. Because the musical value of the melody is exclusively practically in the key relationships and those of rhythm; a melody being quite the. The Melody is wholly a matter of relation and not in the slightest a matter of absolute pitch.

    At this point it is worth while to point out the fallacy of some proposed ear-training, which aims at acquiring the sense 24 HOW TO STUDY MUSIC of absolute pitch; to become like many highly gifted musical minds, which remember absolute pitch with surprising ac- curacy. The gift is an evidence of a highly sensitive ear, and so of value; but the musical qualities of the tones lie in their key relationship and not in their pitch-status.

    There- fore, the thing to aim at is this of the exact hearings of complicated sounds — i. This is the secret of the stimulating effect of those mod- ern ways with beginners, which introduce melodies at the very start, and have them played in several keys, while as yet the child knows very little of the keyboard or of fingering. Whenever a child learns to feel the keyboard as a gathering ground of melody, and can find any one, two or three differ- ent melodies upon it, from several starting points in several different keys it gives him a start for his playing, which the child moored to the venerable five-finger buoy in the key of "C," does not get for a year or more if ever.

    So far as melody and rhythm are concerned this finding out equivalents by instinct, or by blind feeling after them, answers sufficiently well at first; later, of course, it must be- come more intelligent and masterful. Unfortunately this key-beginning which the primary chil- dren have, whenever they can also think their melodies in sol-fa, goes no farther.

    Or if farther, only with vocal pupils. The instrumentalist tends to hold himself down more and more to the strict " letter of the law," as the old writer has it. He plays what he sees; and he hears what he plays, some- times ; and sometimes what he meant to play. There is one part of music which students never learn unless they are specifically made to do so; namely, harmony. Many teachers do not know that the tones of the scale are merely the collected chord-jracks of the key; and that every tone in the scale is of a definite status for the sake of its har- monic relation, and not at all for any pedagogic scheme of steps and half-steps.

    Chords in harmony are of three tones, four, and five — all made up of superimposed thirds.

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    In fact a complete chord- track can be made by simply writing the sol-fa syllables in third skips — i. Any three consecutive tones above, in any key, make up the three-toned chord of that tone; and four of them, the four-toned chord of the tone taken as start; and any five, its five-toned chord. Now these chords, even when we do not go outside the limit of the major scale, are of very different acoustical qualities. For example such chords as those of Do — Mi — Soh , Fa — La — Da, Soh — Ti — Re, are precisely equal acoustically, and perfectly harmonious; all their tones being vibration-multiples of the lower tone which is the real root of the chord.

    Again, of all the possible four-toned chords there is but one which is truly harmonious, namely, Soh — Ti — Re — Fa, the dominant seventh of the key. The others are of various degrees of appeal, according to the vibration contradictions within them, Such as Do— Mi— Soh— Ti, where the Ti is a very strongly dissonant element, Re — Fa — La — Do, and so on. And as the child has always for himself to acquire this musical experience, and can no more help himself to the experience than the paralytic man by the Pool of Siloam could put himself into the water at the proper moment, it is for the education to do this for him.

    And up to this point we are speaking merely of learning words in music; names, actions. We are not speaking of ideas. The next step in training the mind lies in learning to hear those added qualities which the mind finds in the klang, by reason of its connection and dependence; in other words, by reason of its key relationship. It is impossible here to delay to develop this idea, except to point the reader to the distinct difference in musical feeling which a chord of Do has from a chord of Fa, for example : The chord of Do is reposeful, makes a satisfactory ending — indeed, an obliga- tory ending; yet the chord of Fa, which is acoustically pre- cisely equal to it, from a musical standpoint, has an entirely different feeling, and by no possibility can be made an ending, except through the stupifying process of a repetition for so long a time that the ear has lost its sense of connection.

    Similar considerations appertain to all other scale rela- tions and chord relations, as well as to those of dissonance; meaning here the four melodic dissonances, the suspension, the arpeggiatura, the passing tone and the "changing' ' tones. Each one brings with it an appeal, which is a musical effect but which is felt in its entirety by musical minds only ; by minds which have an inherited musical sense, or which have acquired it by training. HOW TO STUDY MUSIC 27 Moreover, this definite training needs to be continued through the varied subtleties of the minor mode; and beyond, to all the usual modulations, such as into the dominant, sub- dominant, relative minor or major, tonic minor or major; in short, to cover the entire commonplaces of musical discourse.

    Having done which, the student is then in position to begin to understand and enjoy music in a musical way ; and to grow into appreciation of those finer touches which belong to genius and touch the deeper relations of art. There is yet a higher step. Whenever any music is adequately heard, in a sympathetic mood, the listener gets something much beyond the pleasure of ear in sweet or strong har- monies; beyond the connections and dependencies of the music, as music.

    The music goes deeper, and appeals to the inner consciousness as a Voice; an expression of human mood; of joy, of sorrow, of contradiction — a mood which has controlled the composer so that in the moment of compos- ing all his ideas seemed permeated by this one phase of the problems of life. At the moment when the music was con- ceived, this was Life.

    Now many sensitive people derive this kind of satis- faction from music without definite preparation, simply through their own inherent sensitiveness to tone and tonal effects; somehow the coherence of this discourse, the life- like movement of this wonderful monologue of tones, controls them, carries them on, until they hardly know whether they be still in the body. But even these would enjoy more with a more adequate and purely musical training behind it; and it is necessarily true that the best of these naturally gifted hearers miss points here and there for lack of a trained mu- sical mind, since music, when it is great, is an intensely logical, coherent life-story.

    Not so much in the case of the spe- cially gifted to increase their tonal sensitiveness, but mainly in order to form a true attitude of listening; this art of be- coming absorbed in listening, as the great waves of symphony or opera roll over and through us. There is a listening attitude mind-state of attending to music which is itself an art; and this, again, our so-called education does nothing to develop or train.