A Brief History of Lyric Diction Pedagogy: PART I—TWENTIETH-CENTURY BEGINNINGS.
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| Title: | A Brief History of Lyric Diction Pedagogy: PART I—TWENTIETH-CENTURY BEGINNINGS. |
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| Authors: | Hoch, Matthew |
| Source: | Journal of Singing. Mar/Apr2025, Vol. 81 Issue 4, p419-428. 10p. |
| Subject Terms: | *Curriculum, *Communicative competence, *Schools, *Teaching methods, *Textbooks, *Experiential learning, Music associations, Music, Serial publications, Work, Linguistics, Phonetics, Singing, Time |
| Abstract: | This is the first article of a two-part series in which associate editor Matthew Hoch explores the history of lyric diction pedagogy from its formal twentieth-century beginnings to the present day. In part I, early attempts at formulating a systematic pedagogy are chronicled through an examination of academic articles in the Journal of Singing, seminal textbooks, the integration of language proficiency into standards of the National Association of Schools of Music (NASM), and the increasing importance of the International Phonetic Alphabet to linguistics. Part II will explore twenty-first century developments and the shifting landscape of lyric diction pedagogy that singers experience in the current milieu. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Singing is the property of National Association of Teachers of Singing, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This is the first article of a two-part series in which associate editor Matthew Hoch explores the history of lyric diction pedagogy from its formal twentieth-century beginnings to the present day. In part I, early attempts at formulating a systematic pedagogy are chronicled through an examination of academic articles in the Journal of Singing, seminal textbooks, the integration of language proficiency into standards of the National Association of Schools of Music (NASM), and the increasing importance of the International Phonetic Alphabet to linguistics. Part II will explore twenty-first century developments and the shifting landscape of lyric diction pedagogy that singers experience in the current milieu. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10867732 |
| DOI: | 10.53830/sing.00113 |
