Wai-yin (Amanda) Li

Bunch, Meribeth (1997) Dynamics of the Singing Voice. Wien, New York: Springer Verlag

1 Introduction

In this chapter, Bunch defines singing as “a sensory-motor phenomenon that requires particular balanced physical skills.” (p.1) The problems with singing manuals often lie on the perceptual quality of different aspects of singing. Attempts  in empirical definition of the process of singing often complicate matters. Bunch also points out that 3 aspects regarding singing in particular have not been addressed properly; these are: 1/ vocal mechanism, 2/ the high degree of co-ordination and 3/ the amount of energy necessary.

Terminology used to describe singing

A relevant and consistent terminology is needed for an effective and clear discussion of singing; as such, the scientific community offers the most logical foundation on which to build. Imagery and artistic terms will also be used.

Understanding the processes of producing sound

The investigation of the singing process has been dogged by various problems faced by the scientists:
1/ lack of samples
– uncomfortable equipment and scientific techniques for singers
– concern about losing the ‘mystery’ of the voice
2/ inconsistency of the samples’ abilities and techniques

New technologies available:
1/ fiberoptics - see vocal folds in action
2/ Magnetic Resonance Imaging
3/ Stroboscopes, sonographs, glottographs, etc.

Possible questions:
1/ What are the dynamic muscular balances needed throughout the body for singing
2/ How does such balance, or lack of balance, affect the functioning of the larynx, pharynx, jaw, diaphragm, etc.?
3/ What natural and spontaneous reflex actions of the body produce the easiest, most beautiful and healthiest sounds?

Relating functional processes to the teaching of singing

The emergence of scientific research has an impact on the once heavily empirical-relied pedagogy. One expects “an exciting combination of the arts, sciences, sport and psychology in the teaching of singing.” (p. 4)

Teachers who impart accurate information regarding voice production create a framework for the students to objectively analyse their vocal mechanisms and hence the sound made.

Relating function to artistry

The communication of artistry depends on knowledge of functions, physical balance as well as psychology. Without the multi-faceted approach, stability and versatility might be compromised, making the marriage of function and artistry indispensable.

Relating personal growth to singing and artistry

Various techniques and tools are available for singers to develop personal growth, which has direct impact to the performance and interpretation.

I started playing piano from the age of 6. I’ve always loved music, always humming nursery tunes I had learnt at the kindergarten. Mummy asked if I wanted lessons and since then music became a major part of my life. At that point, it was not financially viable for us to have a piano at home. So, everyday grandma would take me to a nearby studio for me to practise.  Despite its inconvenience, it forced me into the habit of practising as the sessions were already paid for.

The teacher, with whom I stayed for 10 years, was very young. I don’t remember much about her now, apart from her huge bag and the snacks she brought for us to share as she knew how partial I was (still am!) to anything edible.

I can’t remember exactly how many years since I started that my parents decided to buy me a piano. It was a huge purchase for us. A point of no return for me — once it’s bought, I would HAVE to continue.

A few years went by, I started to hit the stage where  a lot more practice was needed to advance any further. Not to mention the tedious music theory homework. I started to lose the interest and with great fear of my mum going mental (which doesn’t happen very often), I sat down and discussed with her the possibility of giving up. Surprisingly, she calmly said ‘You are old enough to make your own decision now (I was about 11 I think), I can only tell you that if you give up now, then you are giving up, not only all the hard work you’ve put in over the past few years, but also the possibility of playing the music you love so much in the future because of the lack of techniques.’

Obviously, I decided to stay. It was also at that point that I got interested in singing. As the only child, I spent a lot of the time on my own at home when my parents were at work, accompanying myself and singing my head off became the activity I did the most. It was so much fun!

At the age of 15, I passed the grade 8 exam, then I decided to start taking singing lessons, which means I had to stop piano lessons as we won’t be able to afford both.

Picking music as my major study at university was an obvious choice, I started to have piano lessons again and passed my ATCL exam. It was a truly satisfying feeling to play music that I love listening to, it gives you a different perspective to the understanding of the music.

I am by no means a professional pianist, would never make any stages apart from the one at home. However, I enjoy teaching wonderful and very very cute students and being able to accompany myself and my singing students.