english lyric diction workbook

INSTRUCTOR’S MANUAL

ENGLISH LYRIC

DICTION

WORKBOOK

An introduction to the International Phonetic Alphabet

through the use of frequently occurring words from

English art song literature

Third Edition

Cheri Montgomery

S.T.M. Publishers

Nashville, TN

iii

PREFACE

This publication serves as an introduction to the

International Phonetic Alphabet and provides opportunities

for the application of English diction rules.

Exercises were created from the lyrics of over 1,000

English art songs. Source words were placed in list format

and arranged by frequency of occurrence. The most

common words are short in length and appear in

enunciation exercises. Other frequently occurring words

are introduced in graded order and categorized according

to English speech sounds as defined by the International

Phonetic Alphabet. A study of articulatory phonetics is

provided and includes consonant and vowel charts for

application and definition of terms.

Each unit highlights a specified group of symbols and

includes enunciation instructions with exercises, rules for

transcription, in-class application and individually

assigned word lists. The English workbook is unique in

that it provides enunciation instructions for difficult

consonant combinations. It also contains two separate sets

of exercises within the individually assigned word lists: 1)

Words in transcription allow for student identification of

IPA and 2) English lyric word lists offer opportunities for

transcription.

The methods outlined in this text are based on Madeleine

Marshall’s The Singer’s Manual of English Diction. Her

recommendations for vowels and consonants are applied

as well as rules for transcription within the phrase.

Exercises allow students to place transcription within the

context of the music. Proficiency of memorized rules is

assessed through in-class enunciation.

Practice quizzes and a summary of rules are provided for

easy reference and review. The Answer Key is also

available for alternate lesson plans which may include

student grading and board work.

The English Lyric Diction Workbook encourages a

standard pronunciation for stage English through exercises

which challenge students to identify and enunciate

symbols from the International Phonetic Alphabet. It

serves as an introduction to our series of workbooks

created for lyric diction courses.

Cheri Montgomery

iv

TABLE OF CONTENTS

Unit Topic Section Page

1 Classification of symbols Pronunciation guide 3

Consonant charts 6

Application of rules 7

Vowel charts/Application 8

2 Flipped [|], retroflex [¨] and silent r Enunciation exercises 11

Rules for transcription 12


Individual exercises 14

3 Fricatives [I], [J], [G], [F] and Enunciation exercises 19

affricates [tG] and [dF] Rules for transcription 21



Trancription of phrases 26

Review Units 1 - 3 Practice quiz 28

4 Front vowels [i], [N], [D], [W] and Enunciation exercises 31

consonants [E], t, d, s and z Rules for transcription 33



Phrases with [E] 41

5 Back vowels [A], [C], [u], [L] and Enunciation exercises 45

consonants [j], [ª], [w], m and n Rules for transcription 47



Phrases with m and n 55


6 Central vowels [B], [M], [H], Enunciation exercises 61

unstressed [o] and lateral l Rules for transcription 63



Phrases with l 71

7 Full vowels in unstressed syllables Enunciation exercises 75

and lip consonants p, b, f and v Rules for transcription 77


Individual Exercises 79

Phrases with f 85


v

Unit Topic Section Page

8 Diphthongs and velar k and g Enunciation exercises 91




Phrases with v 100

9 Diphthong and triphthongs, Enunciation exercises 105

fricative h, and glottal stop Rules for transcription 107



Phrases with [w] 115

10 When to sing [A] and final b, d, g Enunciation exercises 119





11 Lyrics from English Art Song Literature 130

Review Units 1 - 11 136

English Vowel Chart 138

Review of Rules 140

ANSWER KEY Unit Topic Page

1 Classification of symbols 146

2 Flipped [|], retroflex [¨] and silent r 147

3 Fricatives [I], [J], [G], [F] and affricates [tG] and [dF] 148


4 Front vowels [i], [N], [D], [W] and velar nasal [E], t, d, s and z 152

5 Back vowels [A], [C], [u], [L] and consonants [j], [w], [ª] m and n 156


6 Central vowels [B], [M], [H] and unstressed [o] and lateral l 161 7 Full vowels in unstressed syllables, lip consonants p, b, f and v 165


8 Diphthongs and velar k and g 170

9 Diphthong and triphthongs, fricative h and glottal stop 175

10 When to sing [A] and final b, d, g 179


11 Lyrics from English Art Song Literature 183

Review Units 1 – 11 189

Bibliography 192

1

UNIT 1:

Classification of symbols

TOPIC PAGE

Pronunciation guide 3

Consonant charts 6


Vowel charts/application 8

Answer Key 146

2

INTRODUCTORY NOTES

Discussion of Terms IPA stands for the International Phonetic Alphabet. It was instituted by the International Phonetic Association

around 1888. Each symbol stands for one phonetic sound and is enclosed in brackets.

Pronunciation: conversion of letters into the proper choice of speech sounds as represented by IPA

Enunciation and Articulation: the act of speaking or singing phonetic sounds

Expression: the act of conveying mood, color and sentiment of lyric texts

Monosyllabic: a word with one syllable – polysyllabic words contain two or more syllables

Monophthong: a vowel sound which maintains one articulatory position throughout the course of a syllable –

diphthongs contain two vowel sounds, triphthongs three

Aspirate: a consonant sounded with an audible release of breath (English p, t, k)

Prevocalic: refers to a consonant which precedes a vowel sound

Intervocalic: refers to a consonant which stands between vowel sounds

Postvocalic: refers to a consonant which follows a vowel sound

Initial: the first letter or sound of a word

Medial: a letter or sound in the middle of a word

Final: the last letter or sound of a word

Introduction to English Lyric Diction Establishing a standard pronunciation for English lyrics enhances ease of production for the soloist and

encourages vocalic blend within the group. This is accomplished through transcription rules based on spelling

and phonetic classifications with thorough descriptions for all consonants and lyric vowels.

Not all symbols introduced

There are many phonetic symbols. This text introduces only those most favorable for English lyric diction.

For the sake of uniformity, clarity and ease of production, bright [a] and back [K] are replaced with dark [A]:

words like night [naNt], song [sKE] and father [fAJB] contain dark [A] in lyric transcription. Due to similarities

in sound between [i] and [e], closed [e] is replaced with open [D]: a word like fate may sound like feet if the

first vowel of the diphthong remained closed.

Handwriting

Form the symbols from the top down and include brackets at the beginning and end of the transcription.

Details are important. For example: [r] with a stem is rolled r while [|] without a stem is flipped r. The

symbols must be formed with accuracy: [F] and [z] represent two different sounds.

Note to Instructors From this point forward, all gray shaded pages with notes appear in the instructor’s manual only. This is

necessary in the English workbook due to the probability of classroom discussion concerning pronunciation

questions. English also serves as an introduction to the series – the additional notes provide recommendations

for intended use.

Format

The Pronunciation Guide includes representative words with various spellings for each sound. Following

units contain a transcribed list of frequently occurring words and a separate list which highlights the various

spellings for each sound.

HOMEWORK ASSIGNMENT

1) Unit 1 reading assignment: pages 3 - 6

2) Written assignment: complete the charts on pages 7 and 8

3

PRONUNCIATION GUIDE

FRONT VOWELS

IPA ENGLISH

[i] greet, heat, field

[I] hill, win, build, been

[‹] help, bread, friend, many

[⁄] fact, hat, shadow, carry

BACK VOWELS

[A] father, strong, heart

[o] obey, protect, melody

[C] talk, saw, ought, cause

[u] food, through, blue, grew

[ç] book, should, put

4

CENTRAL VOWELS

[B] sofa, angel, petal

[M] bird, hurt, word, earth

[H] dove, sun, young

CONSONANT / SEMICONSONANT GLIDES

[j] yet, year, dew, lute

[w] winter, web, sweet

DIPHTHONGS

[AN] kind, my, guide, height

[DN] shade, aid, they, break

[CN] voice, boy, rejoice

[AL] sound, crown, vow

[oL] glow, hope, so, road

5

CONSONANTS

Bilabial [p] paper Labiodental [f] fair

[b] ball [v] vine

[m] mammoth Dental [I] thin

[ª] when [J] breathe

[w] wind

Alveolar [t] tea Prepalatal [G] sheep

[d] deed [F] vision

[s] since [tG] chair

[z] zoo [dF] judge

[n] nice

[l] live

[|] three

[¨] train

Palatal [j] yes Velar [k] keep

Glottal [h] house [g] go

[/] I, alert [E] sing

DIACRITIAL MARKS

['] Indicates stress on following syllable:

return [¨N'tMn], again [/H'gDn]

[ˌ] Indicates secondary stress on following syllable:

melancholy ['mDlBn,kAlN]

9

UNIT 2:

Flipped [|], retroflex [¨] and silent r

TOPIC PAGE

Enunciation exercises 11




Answer Key 147

10


LECTURE NOTES

Flipped r:

1) Use flipped r for [k|], [g|] and [|u] combinations. Purpose: [k], [g] and [u] are formed with a

back arch of the tongue - retroflex r is difficult to articulate and project in these combinations.

2) In order to articulate above an orchestra (for opera or oratorio), flipped r replaces retroflex r

except in dr and tr combinations (dr and tr are easily projected).

Note concerning the classification of flipped r:

English and German sources classify flipped r as alveolar while Italian and French sources classify

flipped r as dental.

Retroflex r:

Retroflex r, also called American r, is transcribed as [¨]. Retroflex r must always be sung with a rounding

of the lips. Example: Compare the r of red [¨Dd] sung first with lips spread, then with lips rounded.

Round lips for retroflex r with other vowel combinations: dream [dïm] rich [¨NtG] pray [p¨DN] ran [¨Wn]

brow [bÄL] rose [öLz] draw [d¨C] trust [t¨Hst] brook [b¨Lk] children ['tGNld¨Bn]

CLASS LESSON PLAN

1) Provide space on the board with the numbers 1 - 12 before class begins.

2) Students grade Classification of Consonants and Vowels on pages 7 - 8 using the Answer Key page

146.

3) Brief lecture introducing Unit 2 (pages 11 - 12)

4) Complete Unit 2 Class Work assignment together and discuss questions (page 13).

5) Assign each student two numbers (1 - 12). The first number is a class work number and the

second is a homework number.

6) Instruct students to provide the English spelling with symbols for assigned class work number on

the board (pages 14 - 16).

7) Instruct students to grade transcriptions using the Answer Key pages 147 - 148 and a different

color marker.

8) Discuss errors.

HOMEWORK ASSIGNMENT

1) Unit 2 reading assignment: pages 11 - 12.

2) Transcription assignment: Instruct students to complete their assigned homework number on

pages 14 - 16. The next class meeting begins as each student is instructed to write assigned

transcription on the board for student grading and discussion.

Enunciation Exercises 11

UNIT 2: Flipped [|], retroflex [¨] and silent r

Guidelines for Enunciation:

ALVEOLAR FLIPPED [|] Description: Flipped r occurs in thr combinations: thread and throne. Its use is prevalent in European

English dialects for the intervocalic pronunciation of r.

Articulation: With vocalized tone, tap the tongue tip once against the alveolar ridge.

Exercise: British pronunciation of the words very merry would contain flipped r. Replace r with d and

repeat the phrase in rapid succession.1 A rapidly articulated d produces the tongue movement for [|].

Warning: A rolled or trilled r would sound affected and is not characteristic of the English language.

ALVEOLAR RETROFLEX [¨] Description: In American speech, r is retroflex in all positions except initial thr- combinations.

Articulation: Round lips, turn tongue tip up toward the alveolar ridge and direct vocalized tone through

the narrowed passage. Flip the tongue tip quickly downward for following vowel.

SILENT r Description: Silent r is an r omitted in order to avoid the negative effect of an upward curled tongue

upon a preceding vowel. Omission of r enhances intelligibility of words and adds “greater purity, clarity

and beauty” to the vowel.2

Articulation: Maintain the vowel sound through the space previously occupied by r. Do not alter the

vowel or shorten the word in which r is omitted.3

Exercise: Prolong vowel sound and omit r in the following phrases: the mourning heart, a lark in the

garden, her words charm, the sparkling stars, eternal worth, the perfect storm

Enunciate the following frequently occurring words containing [|], [¨] and silent r:

[|] [¨] silent r [||] 1. very bright stars room

['vD|N] [bÄNt] [stAz] [||um]

2. weary green over rude

['wNB|N] [gïn] ['/oLvB] [||ud] 3. spirit rest never rubies

['spN|Nt] [¨Dst] ['nDvB] ['||ubNz] 4. true spring morning roof

[t|u] [spïE] ['mCnNE] [||uf] 5. merry friend Lord rue

['mD|N] [f¨Dnd] [lCd] [||u] 6. fairest round heart roots

['fDB|Bst] [ÄLnd] [hAt] [||uts] 7. glory rose art ruin

['glCB|N] [öLz] [/At] ['||uNn] 8. forest tree birds roofs

['fCB|Bst] [tï] [bMdz] [||ufs] 9. fairy dream ever ruled

['fDB|N] [dïm] ['/DvB] [||uld] 10. married great dark ruthless

['mW|Nd] [g¨DNt] [dAk] ['||uIlBs] 11. dearest bring far rumor

['dNB|Bst] [bïE] [fA] ['||umB]

12. around red flowers roost

[/H'|ALnd] [¨Dd] ['flALBz] [||ust]

1 Madeleine Marshall, The Singer’s Manual of English Diction (G. Schirmer, Inc., New York 1953), p. 8.

2 Marshall, p. 10.

3 Marshall, p. 11.

12

RULES FOR TRANSCRIPTION

ART SONG LITERATURE

VOICED ALVEOLAR RETROFLEX [¨]

r + pronounced vowel: spring [spïE] rhythm ['¨NJBm] every ['/Dv¨N]

(except when intervocalic - see rules for flipped [|])

VOICED ALVEOLAR FLIPPED [|]

Intervocalic r: forest ['fCB|Bst] merry ['mD|N] star above [stA| H'bHv]

th + r: thread [I|Dd] throne [I|oLn] three [I|i]

Initial gr and cr of words that are dramatic or difficult to project:

Dramatic: cruel ['k|uBl] grim [g|Nm]; Difficult: creed [k|id] grove [g|oLv]

Initial r + [u] is [||]: ruby [||ubN] room [||um]

Consonant + r + [u] is [|u]: fruit [f|ut] approve [/H'p|uv]

SILENT r r + consonant: heart [hAt] sword [sCd] were kind [wM kANnd]

r + breath, rest or final silent e: dear [dNB] ever Q ['/DvB] pure [pjLB] (Exception for highest tones: use flipped r after a diphthong or triphthong)

ORATORIO OR OPERATIC LITERATURE

[|] [¨] r + vowel: Combinations of dr and tr:

bright [b|ANt] river ['|NvB] dream [dïm] tree [tï]

Exception for highest tones: use flipped r if needed for clarity

Silent r: Apply the same rules for silent r (see above)

Note: Transcribe the following exercises using the rules for art song literature

Application of Rules 13

Class Work #2: flipped [|], retroflex [¨] and silent r

Provide IPA:

1. fragrant 7. horizon 13. crush

['f DNg Bnt] [hC' ANzBn] [k HG]

2. arms 8. country 14. strong

[/A mz] ['kHnt N] [st AE]

3. fair eyes 9. thrilling 15. groom

[fDB ANz] ['I NlNE] [g um]

4. mercy 10. rejoice 16. reason

['mM sN] [ N'dFCNs] [' izBn]

5. wrong 11. another 17. throws

[ AE] [/H'nHJB ] [I oLz]

6. routine 12. eternity 18. perish

[ u'tin] [/N'tM nNtN] ['pD NG]

73

UNIT 7:

Full vowels in unstressed syllables

and lip consonants p, b, f and v

TOPIC PAGE

Enunciation exercises 75



Individual IPA exercises 79

Individual transcription exercises 82

Rules for transcription of f within the phrase 85

Review of units 6 - 7 87

Answer Key 165

74


LECTURE NOTES

Discussion of terms:

Full vowel sound: refers to any vowel sound except schwa

Words with multiple elements:

English words contain a root. They may also contain a prefix, suffix and endings. The following chart

defines transcription of words with multiple elements.

WORD PREFIX ROOT SUFFIX or ENDING

full vowel sound full vowel sound schwa or [N]

remarkable re mark able

unfailing un fail ing

CLASS LESSON PLAN

1) Provide transcription space on the board with the numbers 1 - 12 before class begins.

2) Students begin at the board by providing homework assignment from pages 68 - 70.

3) Administer Practice Quiz for units 4 - 5 and grade board work while students complete the quiz -

Answer Key page 162 (advanced students may complete quiz early – assign phrases on page 85).

4) Discuss board work errors.

5) Assess students’ enunciation of IPA identification assignments from pages 65 - 67 (pass/fail, timed

assessment).

6) Brief lecture introducing Unit 7 (pages 75 - 78)

7) Complete Unit 7 Class work assignment together and discuss questions (page 78).

8) Advanced students may complete the work early. Assign additional work from the Rules for

transcription within the phrase on page 85 with Answer Key page 168.

HOMEWORK ASSIGNMENT

1) Unit 7 reading assignment: pages 75 - 78.

2) IPA identification assignment: Instruct students to complete assigned homework number by

providing English words for IPA transcriptions on pages 79 - 81. They may be warned that the

grading will be an enunciated timed assessment.

3) Transcription assignment: Instruct students to complete their assigned homework number on pages

82 - 84. The next class meeting begins as each student is instructed to write assigned transcription

on the board for student grading and discussion.

Enunciation Exercises 75

UNIT 7: Full vowels in unstressed syllables and lip consonants p, b, f and v


FULL VOWELS IN UNSTRESSED SYLLABLES Purpose: Full vowels provide distinct vowel sounds while maintaining the unaccented quality of

unstressed syllables.

LIP CONSONANTS p, b, f and v (see page 46 for enunciation of m) Articulation: Relaxation of the lips while forming b, p, v and f allows the singer to project clear

consonants and encourages ease in the production of following vowel(s).

Warning: Compressed lips muffle the consonant sound and constrict vocal apparatus.

Exercise: Place your thumb and finger tips on your throat. Notice how the muscles are adversely

affected by singing with tightly compressed lips: peace, pure, place, bright, blue, bird, voice, vine, vow,

face, find, free. Sing the words again articulating initial consonants with lips gently touching. Notice

the clarity of consonants and corresponding ease of vowel production which accompanies a relaxed

vocal mechanism.4

VOICELESS BILABIAL STOP [p] Articulation: Relax the lips with inside edges barely touching. They should feel loose and buoyant.

Aspirate a direct and sufficient amount of air through the articulators to open the upper lip.

Warning: Do not tightly compress the lips nor curl them outside in. Articulate a well aspirated p in pt

combinations (avoid imploded p):5 wept, swept, captain, attempt, depth, redemption, rapture, scepter,

tempt, leapt, capture

Additional Exercises: Sing: pah, pah, pah… on a three note ascending scale sequence. Allow the lips

to pop open with each p. This action easily describes the quick, crisp articulation needed for most

consonants. Do not assume that the vowel must close down to form a following consonant; but that the

consonant quickly opens up to form a following vowel.

Notice the expressive qualities of a well aspirated p:

pure pain

prove pierce

pride poison

precious pity

play pined

peace perished

VOICED BILABIAL STOP [b] Articulation: Relax the lips with inside edges barely touching. They should feel loose and buoyant.

Add vocalized tone while the lips pop open to form the following vowel. This action allows the

consonant to project. Enunciate: Bobbie, babble, bubbles, cobweb, blackbird, bramble, Bible

Warning: Do not tightly compress lips nor curl them outside in. A vigorous pop open for b is

necessary in mb combinations – do not omit b (except: lamb, tomb, climb, limb, thumb, numb, crumb).

Avoid the habit of replacing initial b with m or mb – the jaw should quickly drop upon articulation.6

Exercise: Enunciate mb combinations without omission of b; enunciate initial b without added m:

mb combinations Initial b trembling embrace bright bear

somber December blessed breath

remember cymbal born bells

nimble chamber behold before

humble ambition bed below

4 Marshall, p. 40.

5 Marshall, p. 44 - 45.

6 Marshall, pp. 41 - 42.

76 Enunciation Exercises


VOICELESS BILABIAL FRICATIVE [f] Articulation: Release any lip tension by manually moving the lower lip from side to side. The inside

of the lower lip lightly touches the front of the upper row of teeth. Articulate a well aspirated stream of

air through the narrowed passageway.

Warning: Do not curl the lower lip in to meet the bottom ridge of front teeth. Do not press, tense,

tighten or bite the lower lip (this would constrict the air flow and consonant would not project).

Special instruction for f: Voiceless [f] at the end of a word is not easily heard without fully aspirated

articulation. A vigorous release of air is needed in order to make this consonant project.7

Exercise: Practice the following with a well aspirated initial and final articulation of f:

friend leaf

fresh strife

fear laugh

fate grief

false life

faith triumph

VOICED BILABIAL FRICATIVE [v] Articulation: Assume lip position for [f]. A vocalized tone is directed through the narrowed

passageway. Balance of vocalized breath combined with optimal point of contact will produce the

vibrant, buzzing quality needed for [v].8 Do not press articulators tightly together. See warning for [f].

Exercise: Articulate an elongated [v]. When v acquires its most efficient and well projected vibrancy,

sing the words: vain, valley, vine, virtue, village, vow, velvet, vile, venture, vanish, valor

Enunciate the following words with full vowels in unstressed syllables:

[N] [H] [M] [C] and [L] 1. because upon perhaps forlorn

[bN'kCz] [/H'pAn] [pM'hWps] [fC'lCn] 2. delight again herself forgive

[dN'lANt] [/H'gDn] [hM'sDlf] [fC'gNv] 3. eternal above surprise tormenting

[/N'tMnBl] [/H'bHv] [sM'pÄNz] [tC'mDntNE] 4. beyond unto pursue forbid

[bN'jAnd] [/Hn'tu] [pM'sju] [fC'bNd] 5. return alas perfume fulfill

[¨N'tMn] [/H'lWs] [pM'fjum] [fLl'fNl] 6. desire among perchance forever

[dN'zANB] [/H'mHE] [pM'tGAns] [fC'|DvB] 7. beside along surmise horizon

[bN'sANd] [/H'lAE] [sM'mANz] [hC'|ANzBn] 8. enough against perceive forgotten [/N'nHf] [/H'gDnst] [pM'siv] [fC'gAtBn]

9. remember asleep surpass forsake

[¨N'mDmbB] [/H'slip] [sM'pAs] [fC'sDNk] 10. before content permit fulfilled

[bN'fCB] [kHn'tDnt] [pM'mNt] [fLl'fNld] 11. deny unseen survive forget

[dN'nAN] [/Hn'sin] [sM'vANv] [fC'gDt] 12. secure abroad pervade forbear

[sN'kjLB] [/H'b¨Cd] [pM'vDNd] [fC'bDB]

7 Marshall, pp. 48 - 49.

8 Marshall, p. 51.

77

RULES FOR TRANSCRIPTION

Review

UNSTRESSED [N]

Unstressed i, final -y, -ie, -ies, -ied, -ing: divine, mercy, prairie, stories, pitied, singing

UNSTRESSED [o]

Single o in unstressed syllables:

obey, protect, innocent, melody

UNSTRESSED [B]

Unaccented medial and final syllables with various spellings

angel, solemn, thankful, treasure, excellent

A full vowel is needed in unstressed syllables in the following instances:

I. Unstressed syllables with diphthongs: always ['/ClwDNz] paradise ['pW|B,dANs] sorrow ['sA|oL] meadow ['mDdoL]

II. Syllables with secondary stress: melancholy ['mDlBn,kAlN]

III. Unstressed syllables of compound words: waterfall ['wCtBfCl]

Exception: use schwa [B] for final -some: winsome ['wNnsBm],

-man: gentleman ['dFDntBlmBn], -ward: wayward ['wDNwBd] and

-land: highland ['hANlBnd] Exception: homeland ['hoLmlWnd]

IV. Prefixes are transcribed as [N], [H], [M], [C] or [L]

78 Application of Rules

UNSTRESSED [N] UNSTRESSED [H] UNSTRESSED [M] UNSTRESSED [C]

Prefixes with e spellings Prefixes with a & u spellings Prefixes: sur- and per- Prefixes with or- spellings:

Prefixes: con- and com-

belief [bN'lif] agree [/H'gï] perceive [pM'siv] forever [fC'|DvB]

depend [dN'pDnd] cathedral [kH'Iid¨Bl] perfection [pM'fDkGBn] forget [fC'gDt]

neglect [nN'glDkt] compete [kHm'plit] perplexing [pM'plDksNE] forgive [fC'gNv]

presume [p¨N'zjum] concern [kHn'sMn] persistent [pM'sNstBnt] horizon [hC'|ANzBn]

review [¨N'vju] lament [lH'mDnt] surprise [sM'pÄNz] tormented [tC'mDntBd]

select [sN'lDkt] uncertain [/Hn'sMtBn] surround [sM'|ALnd] UNSTRESSED [L]: Prefix ful-

enrich [/Nn'¨NtG] uplifting [/Hp'lNftNE] survive [sM'vANv] fulfill [fLl'fNl]

Suffix -ful in one word: beautiful ['bjutNfLl]

Class Work #7: Full vowels in unstressed syllables Provide spelling:

1. [/Nn'dDvB] 7. [kHm'pWnjBn] 13. [/HndN'zMvNE]

2. [/H'tDmpt] 8. [sN'lDstGBl] 14. ['/DsBns]

3. [¨N'bjuks] 9. [/Nn'kïs] 15. [bN'kCz]

4. [/o'bidNBnt] 10. [/H'kCd] 16. [/Hn'spAtBd]

5. [kHn'vMtBd] 11. [sM'vANvBl] 17. [¨N'sivd]

6. [/N'vDnt] 12. [dN'sitfBl] 18. [sHk'sidNE]

Provide IPA:

1. relentless 7. believe 13. among

2. tormenting 8. unending 14. preferred

3. protects 9. depend 15. compassion

4. exquisite 10. perhaps 16. remember

5. afflicted 11. upheld 17. consumed

6. emerald 12. enlisted 18. inevitable

Individual Exercises 79

Worksheet #7: Full vowels in unstressed syllables Provide spelling:

#1 #2 #3 #4

[/H'tDndBns] [/H'stAnNGmBnt] [bN'gHn] [¨N'hMs]

[dN'fNGNnsN] [bN'twin] [/Nn'fMmNtNz] [/H'fDkGBn]

[sH'p¨Ds] [po'zDGBn] [¨N'pCts] [/Nn'vNzNbBl]

['/DnvNBs] [p¨N'zMv] [/H'fA] [kHn'fjuFBn]

[/o'fDndz] [kH'|Ds] [pö'tDst] [p¨N'zDnts]

[/H'dCnd] [/Nn'¨WvNG] [kH'mNGBn] [/Hn'ikwBl]

[dN'sDnd] [pM'sNst] [/Nn'tït] [/Nn'tumd]

[/Hn'liGt] [/Hn'bCn] [kHn'vNnsNE] [¨N'lis]

[pM'sDptNv] [¨N'dim] [dN'lNGBs] [/Hn'lAk]

[/Nn'st¨HkGBn] [/H'mHEst] [lH'gun] ['/DmB|Bldz]

[kH'Iid¨Bl] ['/DnmNtN] [/Hn¨N'lDntNE] [/N'tMnNtN]

[/Nks'kjuz] [/Nks'tDnd] [¨N'vil] [pö'sDGBn]

[/Hn'sCt] [/Hn'sin] [/H'tDndBd] [dN'sivB]

[¨N'tMn] [/Nn'NkwNtNz] ['/D|B] [lH'mDntBd]

[kHn'vMdFBz] [kHn'dDnst] [/Hn't|u] [pM'tMbd]

[¨N'lNdFBs] [dN'sit] [p¨N'sidNE] [/H'slip]

[/Nm'bAk] [/HndNs'tMbd] [/N'stimd] [bN'lAEz]

[bN'gNn] [¨N'lHktBnt] [pM'mNGBn] [kH'mjunjBn]

82 Individual Exercises

Worksheet #7: Full vowels in unstressed syllables Provide IPA:

#1 #2 #3 #4

concealed delivered tormented expected

elected suspended detract lament

subdue descended against prolongs

endlessly apparel indwell remove

believes envies unrest attend

unfathomable inflict defeated persist

example forbid beloved demented

perfume permissible errors embers

returns eternal propelled forgotten

offences reflects entreated reprieve

deceive consists persistent compelled

commend relenting exclusive began

pretension undeserved contentment unhappiest

along begins redemption endeavors

indefinite complete caressed confess

assault procedure approve intrinsic

resolves enrich removes dejected

forever across subduing abuse

145

ANSWER KEY

Instructor’s Manual 147

Class Work #2: Flipped [|], retroflex [¨] and silent r

1. fragrant ['f ¨ DNg ¨ Bnt] 2. arms [/A mz] 3. fair eyes [fDB | ANz] 4. mercy ['mM sN] 5. wrong [ ¨ AE] 6. routine [ || u'tin] 7. horizon [hC' | ANzBn] 8. country ['kHnt ¨ N] 9. thrilling ['I | NlNE]

10. rejoice [ ¨ N'dFCNs] 11. another [/H'nHJB ] 12. eternity [/N'tM nNtN] 13. crush [k | HG] 14. strong [st ¨ AE] 15. groom [g | um] 16. reason [' ¨ izBn] 17. throws [I | oLz] 18. perish ['pD | NG]

Worksheet #2: Flipped [|], retroflex [¨] and silent r

#1 #2 #3 fresh [f ¨ DG] crude [k | ud] return [ ¨ N'tM n]

other ['/HJB ] deliver us [dN'lNvB | Hs] forget [fC 'gDt]

restore it [ ¨ N'stCB | Nt] world [wM ld] murmuring ['mM mB | NE]

heard [hM d] brave [b ¨ DNv] trees [t ¨ iz]

grave [g | DNv] room [ || um] thrice [I | ANs]

thrift [I | Nft] mirth [mM I] ruin [' || uNn]

fluttering ['flHtB | NE] river [' ¨ NvB ] overthrow [/oLvB 'I | oL]

early ['/M lN] throat [I | oLt] strange [st ¨ DNndF]

misery ['mNzB | N] paradise ['pW | BdANs] roaring [' ¨ CB | NE]

race [ ¨ DNs] stronger ['st ¨ AEgB ] linger ['liEgB ]

under ['/HndB ] reply [ ¨ N'plAN] approve [/H'p | uv]

roof [ || uf] thru [I | u] work [wM k]

threnody [I | DnBdN] letter ['lDtB ] rays [ ¨ DNz]

remain [ ¨ N'mDNn] grey [g ¨ DN] throng [I | AE]

threat [I | Dt] bower ['bALB ] morn [mC n]

prove [p | uv] pray [p ¨ DN] sweeter [switB ]

mourn [mC n] darkness ['dA knBs] they're asleep [JDB | H'slip]

silver ['sNlvB ] foreign ['fCB | Bn] grief [g | if]

#4 #5 #6 stream [st ¨ im] crown [k ¨ ALn] grace [g ¨ DNs]

throne [I | oLn] read [ ¨ id] relief [ ¨ N'lif]

ready [' ¨ DdN] warm [wC m] were enough [wM | N'nHf]

longer ['lAEgB ] better ['bDtB ] brought [b ¨ Ct]

raise [ ¨ DNz] threatening ['I | DtBnNE] ruby [' || ubN]

father ['fAJB ] chorus ['kCB | Bs] wander ['wAndB ]

word [wM d] throne [I | oLn] hearing ['hNB | NE]

grove [g | oLv] rich [ ¨ NtG] farewell [fDB 'wDl]

threads [I | Ddz] years [jNB z] remember [ ¨ N'mDmbB ]

burn [bM n] thrives [I | ANvz] thrilled [I | Nld]

truth [t | uI] bird [bM d] over ['/oLvB ]

threshed [I | DGt] far off [fA | Af] prove [p | uv]

hear it [hNB | Nt] heather ['hDJB ] cares [kDB z]

ruthless [' || uIlBs] silvery ['sNlvB | N] memories ['mDmo | Nz]

horrid ['hCB | Nd] drooping ['d | upNE] thread [I | Dd]

ring [ ¨ iE] tarry ['tW | N] born [bC n]

tears [tNB z] water ['wCtB ] remove [ ¨ N'muv]

Calvary ['kWlvB | N] rue [ || u] cry [k ¨ AN] or [|]

English Art Song Literature 183

1. A piper

Seumas O'Sullivan (1879-1958)

A piper in the streets today [B 'pANpB Nn JB stïts tH'dDN]

set up, and tuned, and started to play, [sDt Hp Bnd tjund Bnd 'stAtBd tB plDN]

And away, away, away on the tide [Bnd H'wDN /H'wDN /H'wDN An JB tANd]

of his music we started; on ev'ry side [Bv hNz 'mjuzNk wi 'stAtBd An 'Dv¨N sANd]

Doors and windows were opened wide, [dCBz Bnd 'wNndoLz wM| 'oLpBnd wANd]

And men left down their work and came, [Bnd mDn lDft dALn JDB wMk Bnd kDNm]

And women with petticoats coloured like flame. [Bnd 'wNmBn wNJ 'pDtNkoLts 'kHlBd lANk flDNm]

And little bare feet that were blue with cold [Bnd 'lNtBl bDB fit JBt wM blu wNJ koLld]

went dancing back to the age of gold, [wDnt 'dAnsNE bWk tB JB /DNdF Bv goLld]

And all the world went gay, went gay [Bnd Cl JB wMld wDnt gDN wDnt gDN]

For half an hour in the streets today. [fC hAf Bn /ALB Nn JB stïts tH'dDN]

2. After the rain

Thomas Bailey Aldrich (1836-1907)

The rain has ceased, and in my room [JB |DNn hBz sist Bnd Nn mAN ||um]

The sunshine pours an airy flood; [JB 'sHnGANn pCBz Bn /DB|N flHd]

And on the church's dizzy vane [Bnd An JB 'tGMtGBz 'dNzN vDNn]

The ancient cross is bathed in blood. [Ji '/DNntGBnt k|As Nz bDNJd Nn blHd]

From out the dripping ivy leaves, [f¨Bm ALt JB 'd¨NpNE '/ANvN livz]

Antiquely carven, gray and high, [/Wn'tiklN 'kAvBn g|DN Bnd hAN]

A dormer, facing westward, looks [B 'dCmB 'fDNsNE 'wDstwBd lLks]

Upon the village like an eye. [H'pAn JB 'vNlBdF lANk Bn /AN]

And now it glimmers in the sun, [Bnd nAL Nt 'glNmBz Nn JB sHn]

A globe of gold, a disk, a speck; [B gloLb Bv goLld B dNsk B spDk]

And in the belfry sits a dove [Bnd Nn JB 'bDlfï sNts B dHv]

With purple ripples on her neck. [wNJ 'pMpBl '¨NpBlz An hM nDk]

184 English Art Song Literature

3. An awful tempest mashed the air

Emily Dickinson (1830-1886)

An awful tempest mashed the air, [Bn '/CfBl 'tDmpBst mWGt Ji /DB]

The clouds were gaunt and few; [JB klALdz wM gCnt Bnd fju]

A black, as of a spectre's cloak, [B blWk Bz Bv B 'spDktBz kloLk]

Hid heaven and earth from view. [hNd 'hDvBn Bnd /MI f¨Bm vju]

The creature chuckled on the roofs [JB 'k|itGB 'tGHkBld An JB ||ufs]

And whistled in the air, [Bnd 'ªNsBld Nn Ji /DB]

And shook their fists and gnashed their teeth, [Bnd GLk JDB fNsts Bnd nWGt JDB tiI]

And swung their frenzied hair. [Bnd swHE JDB 'f¨DnzNd hDB]

The morning lit, the birds arose; [JB 'mCnNE lNt JB bMdz H'|oLz]

The monster's faded eyes [JB 'mAnstBz 'fDNdBd /ANz]

Turned slowly to his native coast, [tMnd 'sloLlN tu hNz 'nDNtNv koLst]

And peace was Paradise! [Bnd pis wBz 'pW|BdANs]

4. Autumn

Walter de la Mare (1873-1956)

There is wind where the rose was; [JDB| Nz wNnd ªDB JB |oLz wAz]

Cold rain where sweet grass was; [koLld ¨DNn ªDB swit gÄs wAz]

And clouds like sheep [Bnd klALdz lANk Gip]

Stream o'er the steep [stïm CB JB stip]

Grey skies where the lark was. [g|DN skANz ªDB JB lAk wAz]

Nought gold where your hair was; [nCt goLld ªDB jCB hDB wAz]

Nought warm where your hand was; [nCt wCm ªDB jCB hWnd wAz]

But phantom, forlorn, [bBt 'fWntBm fC'lCn]

Beneath the thorn, [bN'niI JB ICn]

Your ghost where your face was. [jCB goLst ªDB jCB fDNs wAz]

Sad winds where your voice was; [sWd wNndz ªDB jCB vCNs wAz]

Tears, tears where my heart was; [tNBz tNBz ªDB mAN hAt wAz]

And ever with me, [Bnd '/DvB wNJ mi]

Child, ever with me, [tGANld '/DvB wNJ mi]

Silence where hope was. ['sANlBns ªDB hoLp wAz]

191

BIBLIOGRAPHY

192

BIBLIOGRAPHY

Marshall, Madeleine. The Singer’s Manual of English Diction

G. Schirmer, Inc., New York 1953.

Ross, WM. T. Voice Culture and Elocution The Baker & Taylor Co.,

New York 1890.

Documents

english lyric diction workbook