A canção popular brasileira, principal produto da nossa cultura midiática, vem obtendo reconhecimento nos meios acadêmicos nesses últimos anos, justificando o desenvolvimento de uma prática descritiva que se dedica a analisá-la: a Semiótica da Canção, desenvolvida por Luiz Tatit. Curiosamente, no entanto, o canto popular, principal veículo de manifestação dessa canção, só agora começa a despertar o interesse de pesquisadores. Este trabalho pretende, partindo da aplicação da Semiótica da Canção e a ela acrescentando uma terminologia adequada à percepção descritiva do comportamento vocal, analisar algumas das principais vozes do Brasil, com base na escuta de fonogramas. Procuramos, assim, traduzir o que denominamos Qualidade Emotiva das vozes, na tentativa de desenvolver uma descrição analítica que superasse o juízo de valor ou a mera adjetivação. / During the last years, Brazilian popular song, which are the main product of our media culture, is obtaining recognition among the academic environment, justifying the development of a descriptive practice that is dedicated to analyze it: The Song Semiotics developed by Luiz Tatit. However, it wasnt until now, that popular singing, which is the main means of these songs manifestation, started to awake researchers interest. Starting on The Song Semiotics and adding to it an appropriate term for the descriptive perception of the vocal behavior, this work intend to analyze some of the main Brazilian voices, based on phonograms listening. We will try this way to express what we call Voices Emotive Quality, in an effort to develop an analytic description that overcomes any judgment or mere qualification.

Poor breath management is problematic for singing. Voice students and singing teachers typically attribute breath management issues to abdominal-diaphragmatic breathing technique. The present study seeks to determine whether glottal insufficiency may also contribute to singer’s breath management problems. Studies have revealed a relationship between incomplete vocal fold closure and inefficiency in the speaking voice. However, the effect of incomplete vocal fold closure on vocal efficiency in singers has yet to be determined. Since the larynx cannot be observed without the assistance of clinical instrumentation, not readily available in the voice studio, issues at the glottal level may be underappreciated as a contributor to poor breath management in the singer. Two groups of voice students identified with and without breath management problems underwent aerodynamic and acoustic voice assessment as well as videostroboscopy of the vocal folds to quantify the prevalence of incomplete vocal fold closure. These assessments revealed four groups: (1) those with glottic insufficiency and no perceived breathiness; (2) those with glottic sufficiency and perceived breathiness; (3) those with glottic insufficiency and perceived breathiness; and, (4) those with glottic sufficiency and no perceived breathiness. Results suggest that previously undiscovered glottal insufficiency is common, though the correlation with identified breath management problems was not statistically significant. Acoustic and aerodynamic measures including noise-to-harmonics ratio, maximum phonation time, airflow rate, subglottal pressure and laryngeal airway resistance were most sensitive to glottic insufficiency.

Syftet med denna studie var att undersöka kvinnliga sångares erfarenheter av att sjunga i genrer inom CCM på gymnasiet efter att de har gått i körklass i grundskola och om deras musikaliska och vokala identitet har påverkats av denna övergång och i så fall hur. Detta undersöktes genom kvalitativa intervjuer med fyra kvinnliga sångare som både hade gått de utbildningar som krävdes för att passa ihop med syftet och en eftergymnasial utbildning inom sång. Ur resultatet framkom det att sångarna använde musik och sin sång för att utforska och skapa sin vokala och musikaliska identitet. Det framkom även att lärarna hade stor påverkan på de hierarkier som skapades inom diskurserna och på elevernas handlingsutrymme. Sångarnas upplevda handlingsutrymme och agens visade sig ha stor påverkan på deras musikaliska och vokala identitetsutveckling. / The aim of this study was to examine female singers’ experiences of singing in the genres of CCM in upper secondary school after they had previously experienced singing in a choir program in the elementary school with a focus on the specific sound of Swedish choirs and to examine how their musical and vocal identity have been influenced by this. This was investigated through qualitative interviews with four female singers whose educations suited the purpose of the study and who also have attended a post-secondary education in singing. The result showed that the female singers used music and their singing to explore and create their own musical and vocal identity. It also showed that the teachers had a big influence on the power structures that were created in the discourses and also on the students’ room of manoeuvre. The singers’ perceived room to manoeuvre and musical agency proved to have a great influence on their musical and vocal identity development.

Instructional processes comprise three basic components: planning, delivery of instruction, and assessment. Educators frequently reflect on the relationships among those components to choose the most effective approaches to increase student learning. Teachers’ continual assessment of student knowledge and understanding through reliable, valid measures critically propels teachers’ effective instruction forward. Constraints on funding for public education have resulted in larger class sizes and smaller budgets for the arts, as well as a heightened focus on standardized testing, less instructional time, and fewer resources (Slaton, 2012). How, then, are music teachers effectively assessing student achievement while grappling with those challenges? To fill a gap in the research literature, the purpose of this research was to explore singing voice development assessment practices that public-school elementary-general-music teachers use with their students. The following overall question guided this research: What can we learn from three kindergarten through fifth grade general music teachers about their approaches to singing with their students? I sought to document three teachers’ singing voice development processes and assessment techniques. Recognizing that this study took place during the COVID-19 pandemic, I also sought to document participants’ perceptions of the benefits and challenges of the techniques they shared, especially as they grappled with teaching singing in new learning models that were emerging; and adaptations they were using to safely and effectively guide students’ singing voice development—whether they were teaching their students virtually and/or in person. For this study, I chose symbolic interactionism as a theoretical lens and an interview-only design. Upon approval from Temple University Institutional Review Board, I invited the three participants who consented to engage in three semi-structured individual interview conversations to explore singing voice development assessment techniques, and benefits, challenges, and adaptations of those techniques, especially as they grappled with teaching singing in new instructional models that emerged as a result of COVID-19. After participants completed member checking of each of their transcripts, I used a content analysis approach to the data to identify emerging codes. Four themes summarized participants’ approaches to singing voice development assessment: teachers rely on their (a) personal philosophy formed from influences and values, (b) planning processes and objectives, (c) interactions with their students through selected techniques and tools, and (d) having time to make necessary adaptations in their singing voice development assessments. The key idea emerging from the study: the three teachers prioritized providing worthwhile musical experiences for their students. They situated singing voice development and assessment as one piece of their broader general music curriculum. A symbolic interactionist lens informed my themes and key idea by placing the context of teachers’ interactions in the forefront, and my understanding of how their experiences have shaped their views. While findings from this study are not generalizable, readers may find them transferable. Potential applications for other music teachers’ assessment practices include the following six examples: using a variety of tools to model appropriate use of singing voice, implementing pattern instruction to develop and assess singing voice, incorporating opportunities for individual singing, providing students with performance experiences, maintaining consistency in changing instructional models, and focusing on informal assessment through observation and questioning techniques. Future researchers can continue to shed light on how teachers approach singing with their elementary general music students by learning about factors outside of teachers’ instructional processes that impact singing voice development assessment, and how music teachers adapt their processes for singing voice development assessment in emerging instructional models. / Music Education

No description available.

This monograph is a review of the general state of vocology as it relates to the singing voice. It provides a working resource guide for singing voice professionals. Specifically, it presents the available technology, medical applications, and educational opportunities in the field of vocology. Having a central resource such as this allows voice professionals to more easily understand the interrelated portions of their parent field (vocology) and to access and navigate the resources available to them. Furthermore, the review raises awareness of the areas requiring further development in the field and brings to light many potential opportunities for collaborations among professionals. / Music Performance

This study investigated the associations between sleep patterns and singing voice quality in 231 adult singers of various skill levels across the United States. The four-part survey using a general questionnaire on demographics, musical background, vocal health, and three established survey instruments: the Pittsburgh Sleep Quality Index (PSQI), the Singing Voice Handicap Index-10 (SVHI-10), and the Epworth Sleepiness Scale (ESS) found that while scores were worse than normative values for the PSQI and the SVHI-10, a Pearson correlation between the two showed a moderate association. A linear regression also yielded that 8.9% of the variance in SVHI-10 scores could be predicted from PSQI scores. While further research is needed in this area, this study suggests that the amount of sleep needed for an optimal singing voice may be different from the amount needed to feel well-rested for some singers. Moreover, singers may overestimate the influence of sleep on their singing voices.

Genom historien har diskussionen om målbrott ofta varit förknippat till män och mäns röstutveckling. Så sent som på 80-talet kom forskare fram till att även kvinnor genomgår denna fysiska förändring i sina röster som då klassificerades som ett målbrott. Det kvinnliga målbrottet har hamnat i skymundan i forskning och diskussioner, trots att sång i många sammanhang anses vara feminint kodat (Bergström-Källén 2011; Green 2002). Syftet med studien har varit att få en uppfattning om hur sångpedagoger reflekterar kring sin undervisning med flickor som genomgår ett målbrott. Detta för se om det fanns skillnader i tankesättet till det manliga målbrottet ur ett genusperspektiv. Undersökningen genomfördes med hjälp av intervjuer med fyra olika sångpedagoger av blandade åldrar. Samtliga intervjuer spelades in och transkriberades för att likheter och skillnader i pedagogernas svar skulle kunna urskiljas.Resultatet visar att en flicka i målbrottet bör få jobba med repertoar som är bekväm och i det röstläge där flickan har kontroll. Då pedagogerna var eniga om att en flicka i målbrottet ofta har ett lågt självförtroende är det väsentligt att inte pusha henne för hårt. Analysen har sedan resulterat i ett arbetssätt som kan ge pedagoger en fingervisning i hur ett arbete kan se ut med en flicka i målbrottet. Av analysen kan nyckelord plockas ut som Egaliseringsövningar, repertoar i litet omfång ochSamtal om målbrottet. Samtalet om målbrott bör ske men om flickan visar tecken på lågt självförtroende kan till exempel begreppet röstförändring vara ett alternativ.

Made available in DSpace on 2016-04-27T18:12:29Z (GMT). No. of bitstreams: 1 Enio Lopes Mello.pdf: 2037255 bytes, checksum: 377e9a7308d424df4b5ca06826cf24f6 (MD5) Previous issue date: 2008-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The motor coordination is the ability for organizing the movement in time and space. This organization is the result of integration between brain command and muscles and articulations motor units. So the motor answers happen in muscle chains where a stimulus sets in motion a muscle and this in his turn sets in motion another muscle, and so on and so forth. We started from the notion that the singing voice is not the result of one organ but it is the result of a group of structures that coordinate themselves. Objective: to investigate the effect of the application of a Motor Coordination Development Program (MCDP), elaborated by the researcher, based on Piret and Béziers, in the voice of the lyric singer. Method: this research counted on the participation of five professional lyric singers. The singers executed an aria of opera of free choice that was filmed pre and post intervention. They also answered on the proprioception when singing as well as pre and post MCDP exercises. During one month they were submitted to the MCDP that mainly worked on the structure of the straight system and crossed system. The videos were sent to nine professional judges (speech therapist, physical therapist and singing teachers) and three laypeople. The Judges made audio perception and visual analysis to evaluate the body / voice integration of the singers. The singers made auto-evaluation right after attending the two filmings. Result: judge s evaluation: the mezzo-soprano improved the projection of the voice and corporal gestures were free; the bass improved the projection of the voice and breath; the soprano (b) improved the projection of the voice and the gestures were freer; the tenor improved the resonance and the gestures were freer; soprano (a) improved the projection of the voice and the gestures were freer. According to the singers report, the MCDP exercises guaranteed greater perception of the muscular tension when singing and it made possible a better control of gestures. Conclusions: the postural adjustments deriving from the execution of the motor coordination exercises guaranteed greater opening of the thoracic cavity and improved the conditions of the singers breath. This favored the verticalization of the resonance and projection of the voice / A coordenação motora é a capacidade de organização do movimento no tempo e no espaço. Essa organização decorre da integração entre o comando cerebral e as unidades motoras dos músculos e articulações. As respostas motoras acontecem em cadeias musculares, onde um estímulo aciona um músculo e este por sua vez aciona um segundo e assim sucessivamente. Parte-se da noção de que a voz cantada não é resultado de um único órgão, mas sim, de um conjunto de estruturas que se coordenam. Objetivo: investigar os efeitos da aplicação de um Programa de Desenvolvimento da Coordenação Motora (PDCM), elaborado pelo pesquisador, baseado em Piret e Béziers, na voz do cantor lírico. Método: esta pesquisa contou com a participação de cinco cantores líricos profissionais. Os cantores executaram uma ária de ópera, de livre escolha, que foi filmada e responderam sobre a propriocepção ao cantar, pré e pós-intervenção. Durante um mês se submeteram ao PDCM, que priorizou a estruturação do sistema reto e o sistema cruzado. As filmagens foram enviadas para nove juizes profissionais (fonoaudiólogos, fisioterapeutas e professores de canto) e três leigos. Os Juízes fizeram análise perceptivo-auditiva e visual, para avaliar a integração corpo e voz dos cantores. Os cantores, após assistirem as duas filmagens fizeram autoavaliação. Resultado: na avaliação dos juízes: mezzo-soprano melhorou a projeção da voz e os gestos corporais ficaram livres; baixo melhorou a projeção da voz e a respiração; soprano(b) melhorou a projeção da voz e os gestos ficaram mais livres; tenor melhorou a ressonância e os gestos ficaram mais livres; soprano(a) melhorou a projeção da voz e os gestos ficaram mais livres. Segundo relato dos cantores, os exercícios do PDCM garantiram maior percepção da tensão muscular durante o canto e isso possibilitou melhor controle dos gestos. Conclusões: os ajustes posturais, oriundos da execução dos exercícios da coordenação motora, garantiram maior abertura da caixa torácica e melhoraram as condições da respiração dos cantores, durante o canto, isso favoreceu a verticalização da ressonância e a projeção da voz

Le travail présenté dans cette thèse porte principalement sur le développement de méthodes permettant d'extraire des descripteurs pertinents des images acquises des articulateurs dans les chants rares : les polyphonies traditionnelles Corses, Sardes, la musique Byzantine, ainsi que le Human Beat Box. Nous avons collecté des données, et employons des méthodes d'apprentissage statistique pour les modéliser, notamment les méthodes récentes d'apprentissage profond (Deep Learning).Nous avons étudié dans un premier temps des séquences d'images échographiques de la langue apportant des informations sur l'articulation, mais peu lisibles sans connaissance spécialisée en échographie. Nous avons développé des méthodes pour extraire de façon automatique le contour supérieur de la langue montré par les images échographiques. Nos travaux ont donné des résultats d'extraction du contour de la langue comparables à ceux obtenus dans la littérature, ce qui pourrait permettre des applications en pédagogie du chant.Ensuite, nous avons prédit l'évolution des paramètres du filtre qu'est le conduit vocal depuis des séquences d'images de langue et de lèvres, sur des bases de données constituées de voyelles isolées puis de chants traditionnels Corses. L'utilisation des paramètres du filtre du conduit vocal, combinés avec le développement d'un modèle acoustique de source vocale exploitant l'enregistrement électroglottographique, permet de synthétiser des extraits de voix chantée en utilisant les images articulatoires (de la langue et des lèvres)et l'activité glottique, avec des résultats supérieurs à ceux obtenus avec les techniques existant dans la littérature. / This thesis reports newly developed methods which can be applied to extract relevant features from articulator images in rare singing: traditional Corsican and Sardinian polyphonies, Byzantine music, as well as Human Beat Box. We collected data, and modeled these using machine learning methods, specifically novel deep learning methods. We first modelled tongue ultrasound image sequences, carrying relevant articulatory information which would otherwise be difficult to interpret without specialized skills in ultrasound imaging. We developed methods to extract automatically the superior contour of the tongue displayed on ultrasound images. Our tongue contour extraction results are comparable with those obtained in the literature, which could lead to applications in singing pedagogy. Afterwards, we predicted the evolution of the vocal tract filter parameters from sequences of tongue and lip images, first on isolated vowel databases then on traditional Corsican singing. Applying the predicted filter parameters, combined with the development of a vocal source acoustic model exploiting electroglottographic recordings, allowed us to synthesize singing voice excerpts using articulatory images (of tongue and lips) and glottal activity, with results superior to those obtained using existing technics reported in the literature.