HBK5 - Research projects and results
HBK5 - Research Projects and Results
European voice teachers are just beginning to establish themselves as researchers, so one further aspect of the project was to encourage research and present results of projects either completed or under way.
Dr. S. J. Susan Yarnall-Monks (University of Chichester, UK)
Brief resumé given at EVTA teaching week at Ljubljana 25th February 2011
PhD thesis summary July 2007 University of Sheffield Music Department
This study takes a multi-disciplinary approach to examine the layers of meaning given to vocal timbre when singers talk about their voices. Three different approaches are taken for the Phase I exploration; semi-structured interviews with solo, choral, amateur and professional singers, questionnaires for school students and singing teachers featuring recordings of different vocal genres and diaries of the vocal experiences of professional singers.
Three aspects of vocal identity are discussed: reflection and construction of the voice and expression using the voice.(continued here...)
Sylvain Lamesch, France
Results of an initial research project in co-operation with AFPC EVTA-France;
Sylvain Lamesch for the Documentation Eurovox 2012 (Parallel Translation in German)
Initially, there seem to be very few connections between digital technology and teaching singing. The aim of this research project is to get initial information on technology, how much singing teachers use it, how they use it, and how they could use it.
What is meant with digital technology for teaching singing? These resources can be divided into 3 groups. Firstly, the Internet offers many sources of information and materials: scores, translations, videos, recordings. The second type of resources involves equipment: computers, but also sound cards, audio/video recorders, etc. and the third kind of resource is software: voice analysis, video editor, apps, etc. This short categorization shows that digital technology covers a broad range of many different elements, and that some of these, particularly the Internet resources, are doubtless already used by students as well as teachers. (continued here....)
Elke Nagl, Werner Jocher
5.1.5. Learning to teach singing with spectograms - A project idea for music universities (PDF, 9 KB)
Katrin Müller-Höcker - Munich, 26th Mai 2011
Let’s try to describe the complexity of signal processing in teaching singing in a simple way:
in a first step, a singing teacher gathers information about the pupil’s singing habits: psychological and physiological dispositions are taken into account, the student’s posture, head position, breathing, mouth opening, configuration of jaw, lips and tongue are visually analyzed and - most important - the vowel and timbre qualities of a pupil’s voice are carefully examined. By combining these very important auditive stimuli and visual signs, the singing teacher takes a second step: making an assumption - consciously or unconsciously - about the function of a pupil’s voice. In a third step the teacher tries to optimize this function by adequate and effective teaching.
The auditive stimuli play a primary role in teaching. (continued here....)
Wilson, Thorpe et al
David M. Howard