J W Pepper
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Strategies to improve diction clarity/intelligibility

Dear Colleagues
 
Can anyone offer help in improving a choirs' diction/intelligibility of text and words?
 
Last night we had a 45th anniversary celebration of ordination. I asked the assembly to join with the choir in praying for our pastor in the words of Rutter's Gaelic Blessing.  We had combined two choirs who had not recently rehearsed it together till 30 minutes beforehand.  I had matched voices of similar color, emphasized the need to enunciate and focus/project (spit nicely) the words, and asked them to listen to the words, parts and blend as they sang.  Afterwards, my boss and 2 others told me they couldn't understand a word of it.  Our church has an almost dry acoustic with wall-to-wall carpets and soft furnishings.  What else can I do?  I believe part of a church choir's job is to re-present text in a different light and if what we sing is incoherent then perhaps it's better not to do it at all.
 
Brendan 
Replies (12): Threaded | Chronological
on May 23, 2010 1:43pm
Brendan,
 
It sounds like the problem is either the lack of effective preparation or that dry acoustic you mentioned.
 
To determine which it is, perhaps it would be helpful to determine if audience members frequently have this same reaction. If they don't -- and their experience of this particular piece stood out -- then it's probably the lack of effective preparation which you elucidated.
 
If they often have this reaction, it could still be the preparation. When you're rehearsing them, are YOU satisfied with their articulation? Have you rehearsed in the space, listening to them from various locations in the church?
 
Whatever is going on vis a vis the above elements, it sounds like your church is particularly challenging in its acoustic. Soft furnishings, carpet, plus people sitting in the pews will all absorb the very high frequencies which enhance intelligibility (particularly all the unvoiced consonants like t, s, p....). So... you either have to rehearse them to overdo it as necessary, or (if that doesn't work) it might pay to mic them.
 
Or so it seems to me.
 
All my best,
 
Tom
 
Tom Carter
 
on May 23, 2010 3:08pm
Sometimes this is a choir performance problem, sometimes not.  I would highly recommend recording the choir with some decent (not necessarily expensive) microphones from the middle to the back of the performance space.  Even a hand-held Edirol or H-4 recorder might be enough to let you know why it is difficult to understand the words.
 
For example....  One non-musical problem that seems to be affecting younger ages all the time is hearing loss.  I had my hearing checked and I have some hearing loss that centers around 4,000 hz.  Middle Upper frequencies contain a lot of consonant information that are essential in deciphing spoken or sung language.  I seem to be fine unless there is a lot of ambient background noise.  In this case, a lot of ambient sounds made by room ventilation or even humming lights could cover some of the words.  Some performance spaces have an extremely high noise floor. 
 
Even though you have a "dry accoustics", upper freqeuncies can still be out of balance if the various reflective surfaces trap too many highs but not as many lows.  This is also the reason that some choirs are now micing their performances.  They don't need to be the least bit louder.  But this does allows some of the frequencies masked by the accoustics to be heard in all corners of the hall.  Another issue:  High frequencies do not travel around corners.  If the listener does not have line-of-sight contact with the singers they may not be able to understand what they hear.
 
If this, in fact, a peformance problem, it would seem like it is a consonant problem which could also relate to rhythm.  I have always noticed that Robert Shaw's choirs were very easy to understand, and we know how he emphasized rhythmic accuracy in performance.  The recording mentioned at first should help with this.
on May 23, 2010 2:14pm
Brendan:  I read your post differently from Tom.  It sounds as if it was simply the combining of 2 choirs without rehearsal together, one of which obviously did NOT rehearse as your own did.  Or am I misreading you?
 
But to answer your basic question, it's hard to get any better advice than Fred Waring's basic premise:  pronounce all the sounds in all the syllables of all the words, and do so at the same millisecond.  A dry acoustic should not be a problem; a cathedral acoustic definitely is, and is why cathedral diction is used by some choirs.
 
Actually achieving that kind of unison can be approached in different ways, but you have to START by deciding exactly which phonemes need to be used, regardless of what language or dialect you're singing in, and regardless of dictionary pronunciation guides.  (Dictionaries deal with the spoken word.  The sung word can't always be exactly the same, especially when dealing with the ubiquitous schwa in conversational English.  Example:  what vowel would you use for the 2nd syllable of "perilous" in the Star Spangled Banner?  I've heard some horribly distorted decisions on that and on similar syllables.
 
All the best,
John
 
on May 23, 2010 2:52pm
Hey John,
 
I'm not sure we read it differently. I think one of the problems could definitely be the lack of effective preparation Brendan described (two choirs, only 30 minutes...).
 
That said, if Brendan is asking what more he could have done in those 30 minutes, the answer is probably "not much"!
 
All my best,
 
Tom
on May 24, 2010 5:46am
While you work to improve choir's diction, know that the sung word is simply distorted in certain registers because the actual pitch formants for some vowels are lower than the pitches that sopranos sing.  In any case, there is nothing wrong with putting the words in the program in a very small font which takes up little room, skipping repeats, etc.  It is amazing how understandable it becomes when given this aid -- congregation can then move past intelligibility and enjoy the musical expression of the text as intended by the composer and you!
Jolyne
 
 
 
on May 24, 2010 8:20am
 Dear Brendan,
 
Before you take too much heat over the lack of clear diction, would you also consider that at least some of the diction problems are caused by the piece itself?  
 
When I have conducted this piece, my singers have struggled over the pronunciation of "deep peace..."  Rutter's placing two unvoiced plosives together creates a real problem.  Either one can elide the first [p] to the second, creating something like "deepeace"; or one can exaggerate the first [p], making the pronunciation "deepuhpeace."  Neither solution is satisfactory, as the former is often incomprehensible to the listener, and the latter creates a choppy, non-legato articulation.  The other big problem that is similar occurs at the end: "Christ to."  the unvoiced plosive [t]s are further corrupted by the preceding [s].  On top of that, you have the [r] of Christ that most american choirs sing as a "liquid" rrrrr.  Finally, the placement of the ending [s] of "peace" is another real problem throughout the piece.
 
Rick
on May 24, 2010 1:01pm
Richard:  Interesting that you would bring up the consecutive "p"s in "deep peace."  I mentioned Fred Waring previously.  I believe he would have used a "stopped p"--that is, the first p is stopped with closed lips, and the second pronounced as a plosive.  No need to add an unneeded voiced schwa, which only clutters up the sound.
 
This is also pretty clear with other stopped plosives, including "t" and "d" and perhaps even "b."  The distinction between "t" and "d" is the same as that between "p" and "b":  one is voiced and the other is not.
 
"Every sound in every syllable" also implies not adding any sounds that are NOT in the syllables.
 
All the best,
John
 
on May 24, 2010 10:37am
I'll take a pragmatic approach.  If it were me in front of that combined choir and discovered that the diction was a mess after the first run through, AND that that was where our energies would be best spent for the next 25 minutes.  (the desire that text could be understood - assuming notes, rhythms, intonation, etc...were all ok)  THEN:
 
Pick a chord, any chord ( I like Eb)  Voice it Bass on1, Tenor on 5, Alto on 3, Sop on 5,  Using the rhythm of the piece isolate the vowels and consonants so that all are shaping and moving together - sing just that chord through the entire piece with the written rhythm.  This also has the side benefit of fixing vowel problems and thereby intonation.  My experience is that the quicker the consonant and the longer the vowel in almost all situations yield the best results.
 
 
 
 
on May 24, 2010 11:56am
"My experience is that the quicker the consonant and the longer the vowel in almost all situations yield the best results."
 
What Phil Said!!! (especially in "to you" at the end of each line--my choir consistently wants to do "too-eh-i-y-e-oo-www" in some dreadful vowel-spectrummy-disaster; especially perilous in any slow and lyrical piece!)
 
Also--good thorough pedagogy notwithstanding, I have had significant "quick and dirty" success with intelligibility by choosing about 1 word per phrase or line of music (sometimes 2, depends on the phrase length) and having the chorus go through and circle/mark those words as the ones to make sure they pronounce clearly.  If those words are strategically chosen, they can change the feel of the entire line.  For example: "Deep peace of the running wave to you" I'd ask them to make sure "peace" and "wave" are clear and distinct, and I would not address the rest of the text.  The "d" of "Deep" will take care of itself at the beginning of the line, the focus on "p" of "peace" will help clarify the difference between the two words without needing to double-p the moment, and the "w" and "v" (after making sure they do What Phil Said on the w) will set out the word that is at the top of the phrase. 
 
Quick and dirty, but effective.  It's a psychological thing--saying "we need more words!" and not much seems to happen; give them 2 particular words to focus on, and suddenly all of them are clearer.
on May 24, 2010 4:16pm
I'm with Rick on this one - I think the piece itself presents problems of articulation - not only the words he identifies, but also the fact that the text one wishes the listener to hear in the soprano line is easily swamped by the lower sustained parts, and there is frequently more than one vowel sound going on.
on May 24, 2010 8:46pm
The immediate problems may well be the acoustic, the two choirs, "deep peace", the combination of all the above and "more words" certainly give one far less clarity because your singers are singing in the unintelligible, artificial language which I call SINGER. Singer is certainly is not peculiar to English for I heard a French choir and a German choir sing the Brahm's Liebesliederwalzer equally unintelligibly, and in the common language of Singer which ignores the "song" of  language; blag,blah would have meen more appropriate.
  I really had not heard a spoken example until the early days of synthesized, electronic speech--DANGERWILLROBINSON! which comes out the same as the exhortation ENUNCIATE! spoken (yelled) over a choir which is not.
  I heard a recording of Sandberg reciting (droning) his Four Preludes on Pieces of the Wind in such a shocking undertoned presentation that I wondered if he was reading from flash cards on which was only one word at a time.
  This is simply not language. Singer is not language. Whether sung or spoken, all syllables are not created equal nor are all words. All linquistic elements in heightened, or communicative speech, lead to or from more important words or syllables which are particular to the syntax of the target language. Explosive consonants are useless if they draw attention to themselves out of context. As in this phrase--THe KWiK BRowN FoKS DJuMPT--the aural effect is similar to running your finger down the edge of a saw:  All (and only) the sharp parts stick out. I heard a performance by a nationally revered choir earlier this spring, religiously do this. Many have taken this as THE very definition of ENUNCIATION and CHORAL DICTION. I do not.
  Consider, instead the way English works. The less important words (syllables) lead to and away from more important words (syllable). What does the quick brown fox do? it JUMPS! Jumps is the high point, the stress of the utterance. And then we get to the LAzy dog. In increasing intensity, the quick brown fox JUMPS over the LAzy dog even were this statement notated in equal quarter notes. Or perhaps you prefer jumps Over the LAzy dog.
  Now visualize a circus tent. OV and LA are at the top of the supporting poles and the rest of the words on the tent follow the sloping lines of the tent to and from these stress areas.
  This is the way English works and, to greater degree, German. French and Italian not so much.
  Unlike that Girl from Nantucket imprisoned in metrical plexiglass, English poetry (musical text) should not be similarly imprisoned in unyeilding scansion. Find the poetry in prose and the prose in the poetry and find the way to justify poetry set to even regular quarter notes (Choose something like a Star, for instance) can be poetic in more natural linguistic stresses. Otherwise, the text is hypnotized and neither poetically or musically meaningful. If each word and every syllable is of the same weight, there is no language, just evenly apportioned utterances. THEQUICKBROWNFOXJUMPEDOVERTHELAZYDOG...the listener must decide where the breaks go to figure the message while it is moving, invisible in the air. Good Luck with that!
  To be understandable, language must be true to the song, the differences, of each language. French and Italian, when spoken, do not sound like English because they do not conform to the general meter of iambic pentameter, they are much more like prose utterences. German is somewhere between because the verb may appear as the very last word and there can be long stretches of flowing text before one actually knows what happens or in which tense.
  S
 
 
on May 25, 2010 4:58pm
You guys have given me many practical ideas and fixes and much encouragement.  I really appreciate your help. Ironically the choir members were all high-fiving each other afterwards: I received four self-congratulating emails from them and two ladies from the other choir begging to get a chance to do that again.  I shouldn't have shared the criticism with them Sunday morning, but I was so taken aback - they reacted by singing their next piece (K Lee Scott's Gracious Spirit) just as Stephen describes above as if reading from flash cards.  While on the one hand I am disappointed and frustrated by this occasion of failure, you have given great hope for the next time (I succeed).
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