Register Unification in Light of Twentieth-Century Vocal Pedagogy

Register Unification in Light of Twentieth-Century Vocal Pedagogy

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Date: August 2003
Creator: Tan, Haidee Lynn C.
Description: The registers of the singing voice, as commonly understood by singers, refer to the different vocal qualities induced by adjustments at the level of the larynx and of the vocal tract. This explains why register unification can be approached either one or a combination of the following procedures: (1) resonance alignment through vowel modification, (2) register alignment through intensity exercises. The wide-spread acceptance of vowel modification has made singers reluctant in exploring other avenues of register development. If registers are laryngeally derived, there should be another way of register unification, which directly addresses the coordination of the laryngeal muscles. In support of this argument, this thesis investigates the teaching practices of a group of twentieth-century American voice teachers, who rely on intensity manipulation as the primary means for enhancing the register adjustments. Intensity exercises such as the messa di voce has long been practiced in historical pedagogy, but it is not until now that voice science confirmed its significance in register coordination.
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A Study of Breath Management as Treated by Four Major American Vocal Pedagogues: Appelman, Reid, Vennard, and Miller

A Study of Breath Management as Treated by Four Major American Vocal Pedagogues: Appelman, Reid, Vennard, and Miller

Access: Use of this item is restricted to the UNT Community.
Date: August 2005
Creator: Kim, Jisuk
Description: Trained musicians cannot use the same breath process in daily living as for singing. Also, the normal breath cycle applied to speech is not efficient. Therefore, students who are learning to sing need to know proper breathing techniques. In this thesis, I will describe the breathing process and the correct way to breathe while singing, based on studies of four American pedagogues; Appleman, Reid, Vennard and Miller. To understand the breathing process for singing, it is necessary to study and understand the anatomical system and the mechanics of the respiratory system. Therefore, the first chapter contains anatomical system of breath management. Then, in the second chapter, the specific breath management techniques of four American pedagogues will be examined and compared. Three of them, Appelman, Vennard, and Miller, suggested some exercises in order to develop correct and efficient breathing habits.
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The Vocal Pedagogy of Frederic Woodman Root

The Vocal Pedagogy of Frederic Woodman Root

Date: May 2010
Creator: Grogan, David Christopher
Description: Frederic Woodman Root was a vocal pedagogue and writer of the late nineteenth century. He wrote over eighteen books on vocal pedagogy, and numerous articles on singing. Since his death, most of his works have fallen into obscurity. The purpose of this document was to codify the vocal pedagogy of Frederic Woodman Root, discussing his particularly thorough methodology, and to bring his methods back into the public eye. His method is broken down into the various components of basic musicianship, the General Principle, the Three Vowel Forms, registers, breathing, and agility. Examples from Root's exercises are included and discussed.
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Experiencing the interdependent nature of musicianship and educatorship as defined by David J. Elliott in the context of the collegiate level vocal jazz ensemble.

Experiencing the interdependent nature of musicianship and educatorship as defined by David J. Elliott in the context of the collegiate level vocal jazz ensemble.

Date: August 2005
Creator: Jensen-Hole, Catherine
Description: Examination of the relationship of musicianship and educatorship of teacher and students as interacting partners in a specific musical context proceeded with investigation of how formal, informal, impressionistic, and supervisory musical and educational knowledge were evidenced in rehearsal. Attention was also given to how the teaching strategies of modeling, coaching, scaffolding, fading, articulating, reflecting comparatively, and exploring were used to develop student musicianship. The research methodology may best be described as an inductive analytical case study approach. Multiple data sources included: videotaped observations of 19 bi-weekly rehearsals, audio taped interviews of the 12 participants, supplemental materials, (a published interview, journal articles, rehearsal schedules), and member checking with the teacher and David Elliott. Rehearsal data were initially organized into categories identified in David J. Elliott's (1995) model. The relationship of teacher and student musicianship, and teacher educatorship emerged during analysis. Musical details of problem finding, reducing and solving were also identified. Three themes emerged from the student interviews: their perceptions of the teacher's musicianship, general rehearsal strategies, and the teacher's use of specific teaching strategies. Interviews with the teacher illuminated his perception of musicianship and teaching strategies employed in the context. The findings confirmed that as music making transpired in the ...
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A Study of Concept Formation, Concept Learning, and Vocal Pedagogy

A Study of Concept Formation, Concept Learning, and Vocal Pedagogy

Date: August 1969
Creator: Wright, Charles W. (Charles Wade), 1936-
Description: The problem of this study is the development of a theoretical structure underlying a conceptual approach to teaching with special consideration given to vocal teaching.
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