How does a singer develop a concept of beautiful tone, and how can a tonal concept be established or altered?
This thoughtful question has to do with the psychology of teaching and learning. Could a comprehensive answer be readily discovered, teaching singing would be a much easier profession. Most singers are drawn to the art of singing by hearing beautiful timbre and artistry from some model or models they admire. Although the means of artistic communication are discernible, no one can clarify with exactitude how the brain establishes an aesthetic goal or why a specific tonal concept becomes preferable to the exclusion of all others. Cultural milieu plays a determining role, but environment alone cannot explain why a singer may choose to accept, reject, or modify a specific aesthetic aim. With regard to form and structure, the elements of music are identifiable. How the mind processes the quality of ideal sound is not.
The chief task of the singing teacher is to devise and articulate ways that permit an individual performer to uncover dormant physical and acoustic potentials, and to harness them in the production of sound that is optimal for that particular