english lyric diction workbook
TRANSCRIPT
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
Application of rules 13
Individual exercises 14
3 Fricatives [I], [J], [G], [F] and Enunciation exercises 19
affricates [tG] and [dF] Rules for transcription 21
Application of rules 22
Individual exercises 23
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
Application of rules 34
Individual exercises 35
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
Application of rules 48
Individual exercises 49
Phrases with m and n 55
Review Units 4 - 5 Practice quiz 58
6 Central vowels [B], [M], [H], Enunciation exercises 61
unstressed [o] and lateral l Rules for transcription 63
Application of rules 64
Individual exercises 65
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
Application of rules 78
Individual Exercises 79
Phrases with f 85
Review Units 6 - 7 Practice quiz 87
v
Unit Topic Section Page
8 Diphthongs and velar k and g Enunciation exercises 91
Rules for transcription 92
Application of rules 93
Individual exercises 94
Phrases with v 100
9 Diphthong and triphthongs, Enunciation exercises 105
fricative h, and glottal stop Rules for transcription 107
Application of rules 108
Individual exercises 109
Phrases with [w] 115
10 When to sing [A] and final b, d, g Enunciation exercises 119
Rules for transcription 120
Application of rules 121
Individual exercises 122
Review Units 8 - 10 Practice quiz 128
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
Review Units 1 - 3 151
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
Review Units 4 - 5 160
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
Review Units 6 - 7 169
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
Review Units 8 - 10 182
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
Application of rules 7
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
Rules for transcription 12
Application of rules 13
Individual exercises 14
Answer Key 147
10
INSTRUCTOR’S MANUAL
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 [d¨im] rich [¨NtG] pray [p¨DN] ran [¨Wn]
brow [b¨AL] rose [¨oLz] 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] [b¨ANt] [stAz] [||um]
2. weary green over rude
['wNB|N] [g¨in] ['/oLvB] [||ud] 3. spirit rest never rubies
['spN|Nt] [¨Dst] ['nDvB] ['||ubNz] 4. true spring morning roof
[t|u] [sp¨iE] ['mCnNE] [||uf] 5. merry friend Lord rue
['mD|N] [f¨Dnd] [lCd] [||u] 6. fairest round heart roots
['fDB|Bst] [¨ALnd] [hAt] [||uts] 7. glory rose art ruin
['glCB|N] [¨oLz] [/At] ['||uNn] 8. forest tree birds roofs
['fCB|Bst] [t¨i] [bMdz] [||ufs] 9. fairy dream ever ruled
['fDB|N] [d¨im] ['/DvB] [||uld] 10. married great dark ruthless
['mW|Nd] [g¨DNt] [dAk] ['||uIlBs] 11. dearest bring far rumor
['dNB|Bst] [b¨iE] [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 [sp¨iE] 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 [d¨im] tree [t¨i]
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
Rules for transcription 77
Application of rules 78
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
INSTRUCTOR’S MANUAL
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
Guidelines for Enunciation:
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
Guidelines for Enunciation:
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'p¨ANz] [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'g¨i] 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'p¨ANz] 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'k¨is] 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] [p¨o'tDst] [p¨N'zDnts]
[/H'dCnd] [/Nn'¨WvNG] [kH'mNGBn] [/Hn'ikwBl]
[dN'sDnd] [pM'sNst] [/Nn't¨it] [/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] [p¨o'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 st¨its 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 st¨its 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 'bDlf¨i 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 g¨As wAz]
And clouds like sheep [Bnd klALdz lANk Gip]
Stream o'er the steep [st¨im 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.