The purpose of the study is to gain an overview of the prevailing vocal register vocabulary in Sweden today and to examine how the existing pluralism has a positive or negative impact. There is currently a diverse narrative surrounding vocabulary, and new vocal discourse trends have influenced the conversation about vocal register terminology.The vocabulary taught in higher music education will shape future narratives, prompting the question of whether voice instructors at academies of music believe that the wide range of vocabulary can influence vocal instruction and which discourses these instructors consider relevant.

Elever i musikklasser med körinriktning i grundskolan ingår i en lokalt situerad musikkultur som är formad av traditioner med rötter i förra seklets första hälft. I denna tradition har konventioner om sång med barn utvecklats. Undervisning i musikklasser sker i stora grupper men den enskilda eleven internaliserar kunskapen om att sjunga individuellt. Varje elev bidrar med sitt individuella kunnande i musicerande tillsammans med andra. Studiens syfte var därför att belysa enskilda elevers lärande om att sjunga. Deltagarna i studien var musiklärare och elever i en årskurs fyra och en årskurs fem i musikklasser med körinriktning. Data samlades in genom observation och videodokumentation av en körlektion i respektive klass och genom enskilda intervjuer med åtta elever. Data analyserades ur ett kulturpsykologiskt perspektiv med fokus på kulturella redskap. Betydelsen av den individuella musikkulturella inramningens synliggjordes liksom elevernas strävan efter kvalitet. Samstämmighet visade sig mellan elevernas beskrivningar av förutsättningar för lärande, där den viktigaste faktorn som eleverna lyfte fram var möjligheten att få sjunga i ett, för eleven, bekvämt sångläge. Ett övergripande mönster i resultaten var att elever uppmärksammar de kulturella verktyg som distribueras i undervisningen med stor variation. / Students, who attend a special musical training which focus on choral singing and is offered in the Swedish compulsory school (i.e. musikklass in Swedish), are included in a locally situated music culture, which is shaped by traditions from the early twentieth century. In this tradition, conventions relating to singing with children have developed. Teaching choral singing in large groups is common in these music classes. However, students internalize knowledge about singing individually. Therefore, each student contributes his or her expertise about singing in music making together with other singers. Consequently, the purpose of this study was to highlight individual student learning about singing in a large choir group. The participants in this study were two music teachers and 8 students aged 10 an 11 years old who attended music classes with a focus on choral singing. Data were collected by observations and video documentations of one choir lesson in each grade and by interviews with the students. Data were analysed from a culture psychology perspective with a focus on cultural tools. The results showed the importance of the individual music cultural framing as well as the students’ pursuit of quality. Furthermore, the results showed consistency between the students descriptions of prerequisites for learning. The most important prerequisite, according to the students, was the opportunity for them to sing in a comfortable singing mode. Finally, an overall pattern in the results was the variation in how students pay attention to cultural tools distributed to them in choral teaching.

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.