Throughout the recorded history of vocal development certain characteristics can be traced to nationalistic roots. This work explores the four major schools of singing: English, French, German and Italian and includes a brief history of the pedagogical development and ideas of these schools' development. In addition, specific techniques and their similarities and differences, between each school is explored. Through the use of students as a control group, various characteristics within the four schools are implemented in coaching. The results are noted. The major theme of this work is to outline the major schools of vocal pedagogy and to contrast and compare specific techniques found in each school. Furthermore, regarding the individual student, the positive and negative effects of teaching in a dedicated fashion to one school versus the implementation of proven methods, of various schools, even though they cross nationalistic boundaries, has been the major thrust of this investigation

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-11-17T16:46:39Z No. of bitstreams: 2 Dissertação - Mábia Regina Aires M. Felipe - 2013.pdf: 5862117 bytes, checksum: 25b685e84336b9dc1bef9fe63f9652ff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2014-11-17T18:37:40Z (GMT) No. of bitstreams: 2 Dissertação - Mábia Regina Aires M. Felipe - 2013.pdf: 5862117 bytes, checksum: 25b685e84336b9dc1bef9fe63f9652ff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-17T18:37:41Z (GMT). No. of bitstreams: 2 Dissertação - Mábia Regina Aires M. Felipe - 2013.pdf: 5862117 bytes, checksum: 25b685e84336b9dc1bef9fe63f9652ff (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-04-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The focus of this research is the basics of the vocal pedagogy developed in Goiânia, Goiás, Brazil. It’s goal is to identify, select and analyze the pedagogical practices of the voice teachers. The main authors who support this work are Behlau (2001), Miller (1996; 2002), Ott & Ott (2006) and ware (1998). This is a qualitative research, based on the phenomenological method (FREIRE, 2007). Therefore, multiple forms of investigation were used to collect data such as revision of literature, interview, questionnaires and observations. The pedagogical approaches of the teachers were compared both to the singing literature and the teaching conceptions of the Italian, German and French schools, named as National Schools of Singing, and to the international principles on Singing. The observations allowed the analysis of the theory-practice relation developed in the context of the voice lessons, according to the methodologies of the national schools and the Internationalism in singing, reporting the teaching practices to bases of the learning cognitive process. Although the methodology of each teacher may be peculiar, the results show that their approaches are somehow related to the National Schools of Singing. However, the teachers demonstrate to be less engaged with any of these schools. They base their methodologies on the studies of vocal physiology and a wide variety of vocal repertoire according to the tonal ideals of International Singing, aiming a better quality of singing. / Esta pesquisa aborda os fundamentos da pedagogia vocal desenvolvida em Goiânia, Goiás, Brasil, buscando identificar, selecionar e analisar as práticas pedagógicas de professores de canto. Os principais autores que dão sustentação ao desenvolvimento da pesquisa são Miller (1996; 2002), Ott & Ott (2006) e Ware (1998). Trata-se de uma pesquisa de cunho qualitativo, usando recursos do paradigma quantitativo, baseada no método fenomenológico (FREIRE, 2007). Sendo assim, múltiplas formas de investigação foram utilizadas para a coleta dos dados, através de revisão de literatura, entrevistas, questionários e observações. As abordagens pedagógicas dos professores foram comparadas com a literatura do canto, com as concepções de ensino das escolas Italiana, Alemã, Francesa e Inglesa, denominadas Escolas Nacionais de Canto, e com os princípios internacionais no canto. Os resultados das observações permitiram a análise sobre a relação teoria-prática desenvolvida no contexto das aulas de canto, de acordo com as metodologias das Escolas Nacionais e do Internacionalismo no canto, reportando as respectivas práticas de ensino às bases cognitivas da aprendizagem. Embora a metodologia de cada professor seja peculiar, os resultados indicam que suas abordagens estão relacionadas de algum modo com as Escolas Nacionais de Canto. Porém, os professores demonstram estar menos comprometidos com qualquer uma destas escolas e embasam suas metodologias nos estudos da fisiologia vocal e numa gama variada do repertório vocal, de acordo com os ideais sonoros do Canto Internacional, tendo em vista uma maior qualidade do canto.