5.12 Word seperation and text flow  (Page 4/3)

Word separation

There are instances when one will want the choir to separate, rather than link together, certain combinations of English words. These situations will occur when the same vowel must be repeated and when the combination of consonants and vowels makes the text unintelligible or alter its meaning. An example of the first is, "I see evil." The two e's need to be separated and a new e started at the beginning of the word "evil." This will avoid a slurring together of the e sounds, as "I seeevil."

The second problem, that of two sounds that blur the meaning of the text or alter it, may be illustrated by the combination, "her beautiful eyes" and "your ear." If these words are not separated they will become: "her beauti-fullies" and "yourrear."

Figure 1 lists examples of words that include problems discussed on the previous several pages. This list may be of help as a guide to the pronunciation of other similar words as they are encountered.

Figure 2 includes voiced and unvoiced consonants in pairs. These pairs are valuable in reviewing the proper pronunciation for the consonants, which, in turn, will allow the word to be understood. Voiced consonants must be pitched and must occur before the next vowel is to be sounded. If they do not, the choir will constantly seem to be dragging. The choir should anticipate the vowel with the pitched consonant. Unpitched consonants do not take the length of time as those that are pitched, and consequently may occur closer to the beginning of the vowel sound.

You may note the difference between voiced and unvoiced consonants by placing their hands over their ears or by touching the throat and pronouncing all of the consonants. The voiced consonants will be heard inside the head but the unvoiced consonants will not be heard. The vibration will be felt in the throat when pronouncing a voiced consonant.

Voiced and unvoiced consonants

1. Failure to sing the correct vowel, or to extend the correct vowel sound of a diphthong

2. Failure to articulate the initial and final consonants

3. Failure to pronounce words correctly

4. Poor word stress

The first three points have been discussed and the problem areas have been pointed out. The final point is important to the overall conveyance of a text. Communication of a text involves more than correct and perfectly sung diction. The words of a piece of music can be rendered so exactly as to destroy completely the musicality of the work, and make it sound quite artificial, almost sterile. Equally as important as good diction (correct formation and pronunciation of the words) is the understanding that each word or syllable should not and cannot have equal weight. This may seem to be so fundamental as to not need discussion, but this author, and many other clinicians and adjudicators, constantly find it necessary to comment on this aspect of clinic and contest performances.