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Show 62 HANDBOOK' FOR TEACHERS OF INTERPRETATION growth sunshine, and water, but at the very best only so of amount same the Within reason, can be made in a given time. can than results better much time spread over one year will bring him be attained in six months. A student who wishes to perfect at takes he if his from work, self in this art will gain the most be should in fourth The college year least one course every term. much devoted to an effort to attain some artistic results. makes reading Intangibility. The intangibility of the subject is spoken, it word the second the to the teacher, for discouraging is gone. There is no way to preserve the effort for future reference, as at present as can be done in all other studies; the dictaphone, and can voice the of mechanics the bare developed, registers only not preserve the body reaction or the delicate variations of the the real forces in speech. The ear of the teacher voice, which are error and must be quick, accurate, and well trained, to catch the at the same time decide on the remedy. at One Step at a Time. Only one element of vocal expression com the in simplifying a time will help both the teacher and pupil time to the stu plexity. One suggestion should also be given at a dent for him to work on and practice to accomplish. This enables him to learn "line upon line, precept upon precept." Criteria. It is most imperative that the psychology of the criteria of vocal expression, i. e., time, pitch, quality, force, be so mastered at once the by the teacher of interpretation that the ear registers materia medica remedy as soon as the idea is voiced. This is the of the instructor of reading. However, the criticisms should never be made in the technical terms of time, pitch, jorce, and quality, but in the language of the causes oj the phenomena. This may be illustrated by the figure of the railroad round table. If an engine the wrong track, the engineer does not call for a wrecking he runs his engine easily crew to hoist the engine to another track; into the round-house, turns the round table until the locomotive is on is in line with the track wanted, and runs his engine out on that track. So with reading. Let the teacher go back to the mental "round house," there find the wrong motivation, give the student the right one, and he will find that the emotion and idea will naturally out on the right "track" of expression. come |
