Vocal pedagogy as we know it is a relatively new phenomenon in human history. Among those who trained voices prior to the late 20th century, several stand out as unique because of their employment of the scientific method to help define their practice. Each in their own way compared previous study, devised theories, and created systems for their students that included printed exercises and explicit orders of operations. Among them, Giambasttisti Mancini (Practical Reflections one the Figurative Art of Singing), Manuel Garcia I (Exercises Pour La Voix), Manuel Garcia II (Hints on Singing), Mathilde Marchesi (Theoretical and Practical Vocal Method, and Ten Singing Lessons), and Francesco Lamberti (A Treatise on the Art of Singing) created reputations and ideas about the voice that still heavily influence voice instruction today.
In general, they tended to have very rigid procedures for their students.
They isolated themselves from others by requiring their singers to spend years with them prior to performance.
They promoted themselves as masters, hoping to distance themselves from other instructors of their day.
They insisted on very specific orders of operations that all people were to follow.
They flat out refused to let vocalists sing repertoire that they didn’t find suitable, in some cases, designating the exact repertoire sequence that all singers should follow.
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