HBK4 - Interdisciplinary co-operation
HBK4 - Interdisciplinary Cooperation
The EVTA project profited greatly from interdisciplinary cooperation with media and art education experts, software developers, voice researchers and colleagues from medical professions. Seldom do voice teachers have the opportunity to pose their questions to researchers and doctors. Especially the results of the Interdisciplinary Forum will affect the relationship between voice teachers and related disciplines on a long-term basis.
4.1. Media Expertise
4.1.1. Notes on Comments by Dr. Marie-Christine Bordeaux, on using digital technology in teaching (PDF, 42 KB)
Summarized by Prof. Norma Enns, Feb. 2011
Dr. Marie-Christine Bordeaux, from Grenoble, France is a researcher into the effects of digital technologies in the learning environment. She was invited to be an observer of the EVPW#4 in Ljubljana, Slovenia in Feb. 2011. Her observations and remarks regarding what she observed were summarized in English and German from the original French. (Click here to continue...)
- Technology means using new objects in traditional ways
- The real and virtual worlds are not opposites
- Pay attention to the influence of the power of social practise.
- One of the problems with spectrograms...
- Analyse what happens between argumentative, expressive and informative communication.
- Finding creativity
- Working with media
Natalie Desting, Cand.Scient Medialogy, Aalborg University Copenhagen,Denmark
State of Use
Last semester, my research project was focused locally, and I discovered that Danish singing teachers don’t use singing software that much. I was curious to find out why that was the case. With the participation in the EVTA Conference, I have seen that it is an international issue as well, as most teachers present at the conference were
unfamiliar to the use of technology in their teaching. (Click here to continue.....)
4.1.3. ICT (Information and Communication Technology in Teaching/Learning: A Few Guidelines For An Approach Based on Reasoning and Reason. (PDF, 744 KB)
Françoise Demaizière, translated by Steven Lawrence
Presentation at the conference in Paris,France on March 17, 2011 entitled "Tice in teaching music: strong points and limitations" organized by Ariam Ile de France.
The transcript of the presentation appeared as an article in the Journal of AFPC-EVTA France (n° 18, published in October 2011)
- Introduction - A few recurrent reactions
- Technologies: what are we exactly talking about?
- Short historical panorama - In the beginning: CAT (Computer Assisted Teaching)
- The following period - the 70s and the 80s
- The 90s and the following years
- Enduring characteristics
The article defines and places current and past 20th century terminology regarding Information and Communication Technology within a pedagogical teaching and learning context. The author cautions assuming "new Trends" will make teaching "easier or better" and argues that teachers should rely on their own experience in deciding when and how to adapt using "new" technologies in a changing and evolving teaching environment. (Click here for the complete article)
Aix-en-Provence, August 30, 2011
One overall theme emerged during the discussions. As singing teachers we need to learn to resolve the threefold tension between
- respectfully preserving and developing the traditional mastery of the art of teaching singing,
- tirelessly looking for generalized principles of voice production and their applications and
- creatively promoting the individuality of our students through innovative teaching.
Initial Questions posed:
- How can we evaluate, monitor and make better use of research results?
- How can we get past the “Oh, that’s interesting!” or the informative stage to the practical applications?
- How should research change?
- In what areas do we need to develop our methodology?
The discussion results can be structured in four main topics:
- technology, research and the examination procedure
- medical issues
- pedagogy, methodology and research
- questions singing teachers would like answered
4.3. Visual feedback learning in singing performance: who benefits from seeing a spectrogram? (PDF, 578 KB)
Prof. Dr. Eckart Altenmüller, HMTM Hannover
Since more than 20 years, real-time visual feedback of the singer’s voice found its way into music education and the conservatories. Welch and colleagues published a first pilot study in 1989, showing that pitch accuracy improved in students under real time visual feedback (Welch, G.F., Howard, D.M., & Rush, C. (1989) ‘Real-time visual
feedback in the development of vocal pitch accuracy in singing’, Psychology of Music 17:146-157). In the following years, data processing technology improved and allowed the previously time-consuming computing of spectrograms in less than seconds. Visualizations of voice spectra were color-coded and facilitated reading of the spectrograms. Nowadays, voice formants, brilliance, sharpness, hoarseness, vibrato, and more psychoacoustic parameters can be recognized, given the singer-student has acquired a sound knowledge of the underlying acoustic basis of the signal. This of course is not automatically included in the commercially available soft- and hardware packages aiming at providing visual feedback of the voice. The question remains, why these devices are not more frequently applied and why these “modern” methods are still under debate. A second question is, why some students benefit from such a tool, and others do not. (continued here....)
Prof. David M Howard, Audio Laboratory, Dept. of Electronics, University of York, UK
The world of singing teaching makes use of a number of techniques to encourage student singers into the use of a proper and healthy technique in the context of whatever genre they wish to pursue. Increasingly, young singers are asking why they are not making use of technology such as computers, tablets and/or smart phones as part of their singing training. This short article explores the possibilities for using such technology in the context of singing training and the pros and cons of so doing. (Click here to continue)