The Singer and Foreign Languages

Orwen, Gifford P.

doi:10.1111/j.1540-4781.1960.tb01729.x

Cited by 1 publication

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“…Besides singing studies, the following subjects give the fullness of the artist training: Vocal Practice, Chamber singing, Song literature, Repetiteur training, History of Opera and Songs, Acoustics, Stage moving and Elocution. As in the professional level the excellence of the language is as much important as the voice (Owen, 1960), there is a special need of linguistic training in the background for the interpretations of the original languages making up most of the vocal works of literature: Italian, French, German, English, Russian and Spanish. Besides foreign language lessons there are lessons of role playing in foreign languages and foreign language interpretation courses as optional studies in the curricula nets of the several institutitons with various names and number of lessons in every institution.…”

Section: Theoretical Framesmentioning

confidence: 99%

Musical and Language Proficiency of Students Majoring in Singing

Bocsi

Ujvárosi

2017

Practice and Theory in Systems of Education

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The aim of our study is to give an overview about language and musical skills of students in musical traning courses and we try to outline the effects of the sociocultural background in these fields. We would like to show the main patterns of language proficiency (the number of langugages they speak and levels of the language skills) and we also analyse the efficiency of language learning. The institutional language courses and the practices of interpretation in the original language will be analysed as well. Our questionnare was used in this analysis in the spring of 2017. Students from six higher educational institutions were the respondents. The number of the respondents was 90 and from the answers a database was created with the help of SPSS 19 Programme. Percents, means and chi-square statistics were used. We have verified our hypothesis which refers to the effects of students' sociocultural background because these variables (parental education, economic capital, type of the settlement) have formed the chances and forms of the music learning (e.g. the starting date of learning music) and language skills. If we analyse the patterns of the language proficiency the central position of the English is obvious, but this pattern is not in line with the expectations of singing in the original language because the main body of vocal literature is composed in Italian, French, Russian and German. In our opinion this gap should be covered by the institutions as well and these requirements should be incorporated in the curricula.

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Section: Theoretical Framesmentioning

confidence: 99%