Great Singers on the Art of Singing Part 15

I have no patent exercises to offer to singing students. There are a thousand ways of learning to breathe properly and they all lead to one end. Breathing may best be studied when it is made coincident with the requirements of singing. I have no fantastic technical studies to offer.

My daily work simply consists of scales, arpeggios and the simplest kind of exercises, the simpler the better. I always make it a point to commence practicing very softly, slowly and surely. I never sing notes outside my most comfortable range at the start. Taking notes too high or too low is an extremely bad plan at first. Many young students make this fault. They also sing much too loud. The voice should be exercised for some considerable time on soft exercises before loud notes are even attempted. It is precisely the same as with physical exercises. The athlete who exerts himself to his fullest extent at first is working toward ultimate exhaustion. I have known students who sang "at the top of their lungs" and called it practice. The next day they grew hoa.r.s.e and wondered why the hoa.r.s.eness came.

NEVER SING WHEN TIRED

Never sing when out of sorts, tired or when the throat is sore. It is all very well to try to throw such a condition off as if it were a state of mind. My advice is, DON'T. I have known singers to try to sing off a sore throat and secure as a result a loss of voice for several days.

Our American climate is very bad for singers. The dust of our manufacturing cities gets in the throat and irritates it badly. The noise is very nerve racking, and I have a theory that the electricity in the air is injurious.

As I have said, the chances in the concert and operatic field are unlimited for those who deserve to be there. Don't be misled. Thousands of people are trying to become concert and oratorio singers who have not talent, temperament, magnetism, the right kind of intelligence nor the true musical feeling. It is pitiful to watch them. They are often deluded by teachers who are biased by pecuniary necessity. It is safe to say that at the end of a year's good instruction the teacher may safely tell what the pupil's chances are. Some teachers are brutally frank.

Their opinions are worth those of a thousand teachers who consider their own interests first. Secure the opinions of as many artists as possible before you determine upon a professional career. The artist is not biased. He does not want you for a pupil and has nothing to gain in praising you. If he gives you an unfavorable report, thank him, because he is probably thinking of your best interests.

As I have said, progress depends upon the individual. One man can go into a steel foundry and learn more in two years than another can in five. If you do not become conscious of audible results at the end of one or two years' study do some serious thinking. You are either on the wrong track or you have not the natural qualifications which lead to success on the concert and oratorio stage.

[Ill.u.s.tration: MME. FRIEDA HEMPEL.

Mitzi]

FRIEDA HEMPEL

BIOGRAPHICAL

Frieda Hempel was born at Leipzig, June 26, 1885. She studied piano for a considerable time at the Leipzig Conservatory and the Stern Conservatory. Later she studied singing with Mme. Nickla.s.s Kempner, to whom she is indebted for her entire vocal education up to the time of her debut in opera. Her first appearance was in the _Merry Wives of Windsor_, at the Royal Opera in Berlin. After many very successful appearances in leading European Opera Houses she was engaged for the Metropolitan Opera House in New York where she immediately became very popular in stellar roles. Her repertoire runs from the _Marriage of Figaro_ to _Die Meistersinger_. Her voice is a clear, pure, sweet soprano; and, like Mme. Sembrich and Mme. Galli-Curci, she clearly shows the value of her instrumental training in the accuracy, precision and clarity of her coloratura work. She has made many successful concert tours of the United States. In addition to being a brilliant singer she is an excellent actress. She is now an American citizen and the wife of an American business man.

THOROUGHNESS IN VOCAL PREPARATION

MME. FRIEDA HEMPEL

WHY SOME SUCCEED AND SOME FAIL

In every thousand girls who aspire to Grand Opera probably not more than one ever succeeds. This is by no means because of lack of good voices.

There are great numbers of good voices; although many girls who want to be opera singers either deceive themselves or are deceived by others (often charlatan teachers) into believing that they have fine natural voices when they have not. There is nothing more glorious than a beautiful human voice--a voice strong, resonant, if necessary, but velvety and luscious if needs be. There are many girls with really beautiful natural voices who have lost their chances in Grand Opera largely because they have either not had the personal persistence necessary to carry them to the point where their services are in demand by the public or they have had the misfortune not to have the right kind of a vocal or musical drill master--a really good teacher.

Teachers in these days waste a fearful amount of time in what they consider to be their methods. They tell you to sing in the back, or on the side or through the mask or what not, instead of getting right down to the real work. My teacher in Berlin, at the Conservatory, insisted first of all upon having me sing tones and scales--mostly long sustained tones--for at least one entire year. These were sung very softly, very evenly, until I could employ every tone in my voice with sureness and certainty. I don't see how it could possibly have been accomplished in less time. Try that on the American girl and she will think that she is being cheated out of something. Why should she wait a whole year with silly tones when she knows that she can sing a great aria with only a little more difficulty?

The basis of all fine singing, whether in the opera house or on the concert stage, is a good legato. My teacher (Nickla.s.s Kempner) was very insistent upon this. In working with such studies as those of Concone, Bordogni, Lutgen, Marchesi or Garcia--the best part of the attention of the teacher was given to the simple yet difficult matter of a beautiful legato. After one has been through a ma.s.s of such material, the matter of legato singing becomes more or less automatic. The tendency to slide from one tone to another is done away with. The connection between one tone and another in good legato is so clean, so free from blurs that there is nothing to compare it with. One tone takes the place of another just as though one coin or disk were placed directly on top of another without any of the edges showing. The change is instantaneous and imperceptible. If one were to gradually slide one coin over another coin you would have a graphic ill.u.s.tration of what most people think is legato. The result is that they sound like steam sirens, never quite definitely upon any tone of the scale.

A GOOD LEGATO

A good legato can only be acquired after an enormous amount of thorough training. The tendency to be careless is human. Habits of carefulness come only after much drill. The object of the student and the teacher should be to make a singer--not to acquire a scanty repertoire of a few arias. Very few of the operas I now sing were learned in my student days. That was not the object of my teacher. The object was to prepare me to take up anything from _Martha_ to _Rosenkavalier_ and know how to study it myself in the quickest and most thorough manner. Woe be to the pupil of the teacher who spends most of the time in teaching songs, arias, etc., before the pupil is really ready to study such things.

GOOD FOUNDATIONS

Everything is in a good foundation. If you expect a building to last only a few weeks you might put up a foundation in a day or so--but if you watch the builders of the great edifices here in American cities you will find that more time is often spent upon the foundation than upon the building itself. They dig right down to the bed rock and pile on so much stone, concrete and steel that even great earthquakes are often withstood.

A LARGE REPERTOIRE

With such a thorough foundation as I had it has not been difficult to acquire a repertoire of some seventy-five operas. That is, by learning one at a time and working continually over a number of years the operas come easily. In learning a new work I first read the work through as a whole several times to get the character well fixed in my mind. Then I play the music through several times until I am very familiar with it.

Then I learn the voice part, never studying it as a voice part by itself, but always in relation to the orchestra and the other roles.

Finally, I learn the interpretation--the dramatic presentation. One gets so little help from the orchestra in modern works that many rehearsals are necessary. In some pa.s.sages it is just like walking in a dark night.

Only a true ear and thorough training can serve to keep one on the key or anywhere near the key. It is therefore highly necessary that vocal students should have a good musical training in addition to the vocal training. In most European conservatories the study of piano and harmony are compulsory for all vocal students. Not to have had this musical training that the study of the piano brings about, not to have had a good course in theory or in training for sight-singing (ear training) is to leave out important pillars in a thorough musical foundation.

MORE OPERA FOR AMERICA

It would be a great gratification for all who are interested in opera to see more fine opera houses erected in America with more opportunities for the people. The performances at the Metropolitan are exceedingly fine, but only a comparatively few people can possibly hear them and there is little opportunity for the performance of a wide variety of operas. The opera singer naturally gets tired of singing a few roles over and over again. The American people should develop a taste for more and more different operas. There is such a wonderful field that it should not be confined to the performance of a very few works that happen to be in fashion. This is not at all the case in Europe--there the repertoires are very much more extensive--more interesting for the public and the artists alike.

STRONG EDUCATIONAL VALUE OF OPERA

Opera has always seemed to me a very necessary thing in the State. It has a strong educational value in that it develops the musical taste of the public as well as teaching lessons in history and the humanities in a very forceful manner. Children should be taken to opera as a regular part of their education. Opera makes a wonderful impression upon the child's imagination--the romance, the color, the music, the action are rarely forgotten. Many of the operas are beautiful big fairy stories and the little folks glory in them. Parents who desire to develop the taste of their children and at the same time stimulate their minds along broader lines can do no better than to take them to opera. Little towns in Europe often have fine opera houses, while many American cities several times their size have to put up with moving picture theatre houses. Why does not some enthusiastic American leader take up a campaign for more opera in America? With the taste of the public educated through countless talking machine records, it should not prove a bad business venture if it is gone about in a sensible manner.

DAME NELLIE MELBA

BIOGRAPHICAL

Dame Nellie Melba (stage name for Mrs. Nellie Porter Armstrong, nee Mitch.e.l.l) is described in Grove's Dictionary as "the first singer of British birth to attain such an exalted position upon the lyric stage as well as upon the concert platform." Dame Melba was born at Burnley near Melbourne, May 19, 1861, of Scotch ancestry. She sang at the Town Hall at Richmond when she was six years of age. She studied piano, harmony, composition and violin very thoroughly. At one time she was considered the finest amateur pianist in Melbourne. She also played the church organ in the local church with much success. In 1882 she married Captain Charles Armstrong, son of Sir Andrew Armstrong, Baronet (of Kings County, Ireland). In 1886 she sang at Queens Hall in London. After studying with Mme. Marchesi for twelve months she made her debut as Gilda (_Rigoletto_) at the Theatre de la Monnaie in Brussels. Her success was instantaneous. Her London debut was made in _Lucia_ in 1888.

One year later she made her Parisian debut in Thomas' _Hamlet_. In 1894 she created the role of Nedda in _I Pagliacci_. Petrograd "went wild"

over her in 1892. In 1892 she repeated her successes and in 1893 she began her long series of American triumphs. The fact that her voice, like that of Patti, has remained astonishingly fresh and silvery despite the enormous amount of singing she has done attests better than anything else to the excellence of her method of singing. In the following conference she gives the secret of preserving the voice.

[Ill.u.s.tration: DAME NELLIE MELBA.]

COMMON SENSE IN TRAINING AND PRESERVING THE VOICE

DAME NELLIE MELBA

HOW CAN A GOOD VOICE BE DETECTED?

The young singer's first anxiety is usually to learn whether her voice is sufficiently good to make it worth while to go through the enormous work of preparing herself for the operatic stage. How is she to determine this? Surely not upon the advice of her immediate friends, nor upon that of those to whom she would naturally turn for spiritual advice, medical advice or legal advice. But this is usually just what she does. Because of the honored positions held by her rector, her physician, or her family lawyer, their services are all brought to bear upon her, and after an examination of her musical ability their unskilled opinion is given a weight it obviously does not deserve. The only one to judge is a skilled musician, with good artistic taste and some experience in voice matters. It is sometimes difficult to approach a singing teacher for this advice, as even the most honest could not fail to be somewhat influenced where there is a prospect of a pupil. I do not mean to malign the thousands of worthy teachers, but such a position is a delicate one, and the pupil should avoid consulting with any adviser except one who is absolutely disinterested.