ERIC Number: ED322139
Record Type: RIE
Publication Date: 1990-Mar
The Effects of Class Voice and Breath Management Instruction on Vocal Knowledge, Attitudes, and Vocal Performance among Elementary Education Majors.
Phillips, Kenneth H.; Vispoel, Walter P.
Forty-three elementary education majors in three classes took part in this study of the effectiveness of class voice instruction for elementary school children on vocal knowledge, attitudes, and vocal performance of the study participants. Two classes were assigned to one of the treatment conditions (vocal instruction with breath emphasis and vocal instruction without breath emphasis), and one class served as a control group. All groups met twice weekly over a 10-week period for the same instruction as prescribed by the course syllabus. However, both vocal instruction classes began with a 10-minute voice lesson. The major difference in the vocal instruction for these two groups was in the amount of emphasis given to proper breathing techniques. The results suggest that vocal instruction for elementary classroom teachers is beneficial for improving vocal knowledge and some elements of attitude and vocal performance. However, the effects of breath instruction on changes in breathing mode, while increasing depth of breathing, may take longer than anticipated in producing significant results, especially among untrained singers. The use of instrumentation for recording breathing patterns was found to be an objective and highly reliable procedure for the study of breathing and its effects on singing. Appendices provide tests of vocal knowledge and a measure for self-perception of singing abilities. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Biannual Meeting of the Music Educators National Conference (Washington, DC, March, 1990).