Shellie A Beeman1. 1. School of Music, Ball State University, Muncie, Indiana 47306. Electronic address: sabeeman@adams.edu.
Abstract
OBJECTIVE: This study examined voice teachers' perceptions of their instruction of healthy singing and speaking voice techniques. METHODS: An online, researcher-generated questionnaire based on the McClosky technique was administered to college/university voice teachers listed as members in the 2012-2013 College Music Society directory. RESULTS: A majority of participants believed there to be a relationship between the health of the singing voice and the health of the speaking voice. Participants' perception scores were the most positive for variable MBSi, the monitoring of students' vocal behaviors during singing. Perception scores for variable TVB, the teaching of healthy vocal behaviors, and variable MBSp, the monitoring of students' vocal behaviors while speaking, ranked second and third, respectively. Perception scores for variable TVB were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, and familiarity with the McClosky technique. Perception scores for variable MBSi were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, type of student taught, and instruction of a student with a voice disorder. Perception scores for variable MBSp were correlated with the greatest number of characteristics, including participants' familiarity with voice rehabilitation techniques, familiarity with the McClosky technique, type of student taught, years of teaching experience, and instruction of a student with a voice disorder. CONCLUSION: Voice teachers are purportedly working with injured voices and attempting to include vocal health in their instruction. Although a voice teacher is not obligated to pursue further rehabilitative training, the current study revealed a positive relationship between familiarity with specific rehabilitation techniques and vocal health.
OBJECTIVE: This study examined voice teachers' perceptions of their instruction of healthy singing and speaking voice techniques. METHODS: An online, researcher-generated questionnaire based on the McClosky technique was administered to college/university voice teachers listed as members in the 2012-2013 College Music Society directory. RESULTS: A majority of participants believed there to be a relationship between the health of the singing voice and the health of the speaking voice. Participants' perception scores were the most positive for variable MBSi, the monitoring of students' vocal behaviors during singing. Perception scores for variable TVB, the teaching of healthy vocal behaviors, and variable MBSp, the monitoring of students' vocal behaviors while speaking, ranked second and third, respectively. Perception scores for variable TVB were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, and familiarity with the McClosky technique. Perception scores for variable MBSi were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, type of student taught, and instruction of a student with a voice disorder. Perception scores for variable MBSp were correlated with the greatest number of characteristics, including participants' familiarity with voice rehabilitation techniques, familiarity with the McClosky technique, type of student taught, years of teaching experience, and instruction of a student with a voice disorder. CONCLUSION: Voice teachers are purportedly working with injured voices and attempting to include vocal health in their instruction. Although a voice teacher is not obligated to pursue further rehabilitative training, the current study revealed a positive relationship between familiarity with specific rehabilitation techniques and vocal health.