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The purpose of this project is to assist voice teachers in training tenors by selecting forty art songs that are pedagogically useful in the training of the tenor voice, and providing specific pedagogical strategies for the learning process of the selected repertoire. The list of repertoire consists of ten art songs from each of the four main Western singing languages: Italian, English, German, and French. These four languages have been selected because they represent the vast majority of standard art song repertoire for the typical undergraduate tenor. What is missing in current literature, and what this project addresses, is a pedagogically focused analysis of carefully chosen set of art song repertoire for the tenor voice. This project aids teachers and young tenors in technique and repertoire selection by identifying technical issues in each song, explaining ways to approach those technique issues, and highlighting positive pedagogical results from learning each song. By following the strategies set forth in this project, the tenor and teacher will be better equipped to select appropriate art song repertoire beyond those songs presented in this project and address vocal technique through the song learning process. The body of the dissertation begins with a discussion of pedagogical areas in which the tenor's technique is most distinct from other voice parts including: passaggio, vowel modification, appoggio, giro, chiaroscuro, tessitura, and agility. A brief introduction of each song will include stylistic information on the piece and analysis of the song including range, tessitura, level of difficulty, and vocal demands. I will then discuss specific examples of difficult melodic passages, or phrases that are of pedagogical value and offer specific exercises that can aid the tenor in the song learning process. The information discussed in each song provides a starting point for further repertoire selection beyond this project by introducing the teacher and tenor to composers, collections, or cycles that logically supplement the list of selected repertoire.

The master of music recital, being one of my final musical endeavors before the completion of my graduate degree in vocal performance, featured a wide variety of repertoire. As a new member of the tenor fach, finding music that is challenging and appropriate for my level of development was difficult. The recital featured works by Stefano Donaudy, Hugo Wolf, ��duardo Lalo, Gabriel Faur��, Georges Bizet, and Samuel Barber. Each musical set presented its own challenges. The Italian set by Donaudy featured smooth legato vocal lines intertwined with a thick musical texture and lavish supportive harmonies. The German Wolf set featured more angular and tonally progressive music that was very different from the Donaudy set. The French set featured two famous tenor arias from operas by Lalo and Bizet respectively and a well-known, but little performed, song cycle by Faur��, each appropriate for the union of a vocal fach transition and performance of a master of music recital. The most challenging set of the recital was the Barber settings of poems by James Joyce - a set which challenged me to utilize the full extent of my vocal and artistic talents. This set solidified the growing nature of challenge throughout the progression of the recital and placed a final exclamation point on the growth and development I have displayed as a vocalist, artist, and performer the past two years. Overall, the completion of the recital required the utmost sensitivity to the artistic needs of the music and the utilization of my full vocal development in order to do justice to the spirit of the music. / Mary Pappert School of Music; / Music Performance / MM; / Recital;

Sixteenth century commedia dell’arte actors relied on gaudy costumes, physical humor and improvisation to entertain audiences. the Spieltenor in the modern operatic repertoire has a similar comedic role. Would today’s Spieltenor benefit from consulting the commedia dell’arte’s traditions? to answer this question, I examine the commedia dell’arte’s history, stock characters and performance traditions of early troupes. the Spieltenor is discussed in terms of vocal pedagogy and the fach system. I reference critical studies of the commedia dell’arte, sources on improvisatory acting, articles on theatrical masks and costuming, the commedia dell’arte as depicted by visual artists, commedia dell’arte techniques of movement, stances and postures. in addition, I cite vocal pedagogy articles, operatic repertoire and sources on the fach system. My findings suggest that a valid relationship exists between the commedia dell’arte stock characters and the Spieltenor roles in the operatic repertoire. I present five case studies, pairing five stock characters with five Spieltenor roles. Suggestions are provided to enhance the visual, physical and dramatic elements of each role’s performance. I conclude that linking a commedia dell’arte stock character to any Spieltenor role on the basis of shared traits offers an untapped resource to create distinctive characterizations based on theatrical traditions.

The first Western opera to be performed in Korea was Verdi's La Traviata on January 16, 1948, by the Joseon Opera Company. The first Korean opera, Chunhyangjeon by Jae Myung Hyun, premiered at the Korean National Theater in May 1950, just before the outbreak of the Korean War. Daejeon.go.kr reports that since that year approximately 200 Korean operas have been produced in Korea. Nevertheless, there have been consistent efforts to create and introduce Korean operas to the public. Most of them ended up being "one-off" performances with a single production. Most research on Korean opera has focused on its history, the challenges of producing new operas, or an analysis of selected Korean operas. This study equips singers with the following: pertinent historical background with the libretto, a synopsis, research regarding the composer and librettist, a character analysis, vocal and textual analysis of the selected opera arias, instruction regarding the Korean language, IPA, and a word-by-word translation of the text. I also make recommendations for tenor arias from Korean operas for singers with specific voice types.

Master of Music / Department of Music / Julie Yu / This report contains an extensive technical and historical analysis of tenor repertoire. It contains modern technical approaches to “Every Valley” and “Thou Shalt Break Them” from Messiah by George Frederic Handel. The report also reviews the history, music theory, and performance techniques of several late Romantic and Neoromantic art songs and arias from Italy, France, and England. The pieces reviewed are the following: “Ouvre tes yeux bleus” by Jules Massenet, “En fermant les yeux” from Manon by Jules Massenet, Three Pastoral Songs by Roger Quilter, Nell by Gabriel Fauré, “Quando ti rivedró” from 36 Arie De Stile Antico by Stefano Donaudy, and “O del mio amato ben” from 36 Arie De Stile Antico by Stefano Donaudy. Finally, this report reviews the popular Spanish art song Granada by Agustin Lara.

Thesis advisor: Maria E. Brisk / This action research study examines the impact instruction informed by Systemic Functional Linguistics (SFL) with a particular focus on tenor and socio-cultural theory has on sixth, seventh and eighth grade English language learners in an urban school. Over the course of seven and ½ months I used Systemic Functional Linguistics with a focus on tenor to teach both the fictional narrative and persuasive genres. In each genre, students wrote a piece for three different audiences where the expected tenor ranged from personal to impersonal to semi personal. My instruction focused on the context, purpose and tenor and the particular structural elements and language features of each genre. Student writing and pedagogical strategies were examined using selective coding and triangulation. Evidence from this study suggests that writing instruction informed by SFL in combination with a socio-cultural model helps English language learners' writing. When students wrote for a distant audience the quality of the students' writing improved. Students increased the amount of text, adjectivals, and made some improvements in terms of structure. Students also included formal language, descriptions and in some cases altered the mood and modality. Students also improved the quality of their pieces as they looked more like writing and less like oral language. After students worked hard to make their pieces more formal they resisted making changes for the less sophisticated audiences indicating that while students were developing awareness of tenor, more work and instruction was needed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

PERNA, NICHOLAS (D.M.A., Vocal Pedagogy and Performance) Effects of Nasalance on the Acoustical Properties of the (May 2008) Tenor Passaggio and Head Voice Abstract of a doctoral essay at the University of Miami. Doctoral essay supervised by Professor David Alt and Professor Rachel L. Lebon. No. of pages in text. (73) This study aims to measure the effect that nasality has on the acoustical properties of the tenor passaggio and head voice. Not to be confused with forward resonance, nasality here will be defined as nasalance, the reading of a Nasometer, or the percentage of nasal and oral airflow during phonation. A previous study by Peer Birch et. al. has shown that professional tenors used higher percentages of nasalance through their passaggio. They hypothesized that tenors used nasalance to make slight timbral adjustments as they ascended through passaggio. Other well respected authors including Richard Miller and William McIver have claimed that teaching registration issues is the most important component of training young tenors. It seemed logical to measure the acoustic effects of nasalance on the tenor passaggio and head voice. Eight professional operatic tenors participated as subjects performing numerous vocal exercises that demonstrated various registration events. These examples were recorded and analyzed using a Nasometer and Voce Vista Pro Software. Tenors did generally show an increase of nasalance during an ascending B-flat major scale on the vowels [i] and [u]. Perhaps the most revealing result was that six of seven tenors showed at least a 5-10% increase in nasalance on the note after their primary register transition on the vowel of [a]. It is suggested that this phenomenon receive further empirical scrutiny, because, if true, pedagogues could use nasalance as a tool for helping a young tenor ascend through his passaggio.