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The purpose of this study was to provide a description of teacher perceptions concerning behavioral and physiological vocal issues among current gender groupings in sixth-grade choir classrooms through the collection of survey research data. Participants selected for this study consisted of registered Dallas-Fort Worth metropolitan area choral directors of the Texas Music Educators Association. Results of the study indicated that more girls were enrolled in sixth-grade choir than boys and that mixed choirs were more common than gender-specific choirs in sixth grade. Results also indicated that teachers perceived evidence of early voice change among both sixth grade boys and girls, and that there was a difference in behavior as students showed signs of puberty.

Made available in DSpace on 2016-04-27T18:12:07Z (GMT). No. of bitstreams: 1 Lilian Lobo Damasceno.pdf: 1041905 bytes, checksum: fef7e66f764224b542f278e06399c5b0 (MD5) Previous issue date: 2015-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research deals with issues concerning the adolescent, the process of voice change and the psyche, making connections between speech therapy and psychoanalysis. Aims: To analyze the relation between vocal selfperception and psyche in a group of male adolescents in process of voice change. Method: A qualitative study which followed ethical criteria of human research. Subjects: 06 adolescents between 13.5 and 14.11 years old, in the voice change phase, attending the 8th grade class of a São Paulo's public school. Procedures: 1. clinical assessment. 2. Application of the Descriptive Terms for Voice / TDV (Boone, 1991) to evaluate the vocal self-perception before and after interventions by the technique of Focal Group. 3. Three group meetings to talk about adolescence's and puberty's associated changes, the voice change process and its impact on body image and identity (organic, subjective and social) that came with the puberty. The reports of the subjects were recorded on audio and fully transcribed. The analysis of the material consisted in the categorization of meaning's nucleus whose occurrences were considered relevant to the research. The answers to TDV were recorded in a specific spreadsheet. Results: predominant feelings of estrangement/discomfort about the experience of adolescence generated by new affective and behavioral demands, especially in the interaction with their parents. The subjects reported difficulties of adaptation to the body changes, especially the modifications in the vocal quality and its negative impact on conversation partners. In the results of TDV (before and after the group intervention), it's the psychosocial aspects of that impact that predominates. The negative vocal attributes increased in the post-intervention application. Conclusion: the results show that changes in the pattern of the voice of the adolescents reverberate in his psychic functioning and generate impact in their vocal self-perception, which reaffirm the biopsychic character inherent to the human voice / esta pesquisa trata de questões que envolvem o adolescer, o processo de muda vocal e o psiquismo; a partir de conexões entre Fonoaudiologia e Psicanálise. Objetivo: analisar as relações entre autopercepção vocal e psiquismo em grupo de adolescentes do sexo masculino na muda vocal. Método: estudo qualitativo, que obedeceu critérios éticos de pesquisas com seres humanos. Casuística: 06 adolescentes com idades entre 13,5 anos e 14,11 anos na fase de muda vocal, que frequentam a 8ª série do ensino fundamental de uma Escola da Rede Pública de Ensino na cidade de São Paulo. Procedimento: 1. avaliação fonoaudiológica. 2. aplicação do instrumento Termos Descritivos para a Voz/TDV (Boone, 1991) para avaliação da autopercepção vocal, antes e após intervenções realizadas pela técnica de Grupo Focal. 3. Três encontros grupais que abordaram adolescência e mudanças pubertárias associadas, processo de muda vocal e suas repercussões na imagem corporal e reverberações identitárias (orgânicas, subjetivas e sociais) decorrentes da adolescência. Os relatos dos sujeitos foram gravados em áudio e integralmente transcritos. A análise do material consistiu na categorização de núcleos de sentido cujas ocorrências foram consideradas relevantes para o objetivo da pesquisa. As respostas ao TDV foram registradas em planilha específica. Resultados: predominam sensações de estranhamento/incômodo sobre a vivência do adolescer; geradas pelas novas demandas afetivas e comportamentais, principalmente na interação com os pais. Os sujeitos relataram dificuldades de adaptação às mudanças corporais, salientando as alterações na qualidade vocal e seu impacto negativo nos interlocutores. Nos resultados do TDV (antes e após intervenção grupal) predominam os aspectos psicossociais relativos a esse impacto. Os atributos vocais negativos aumentaram na aplicação pós-intervenção. Conclusão: os resultados evidenciam que as mudanças no padrão da voz dos adolescentes pesquisados reverberam em seu funcionamento psíquico e geram impacto na autopercepção vocal dos mesmos. Reafirmando assim, o caráter biopsíquico inerente à voz humana

The purpose of this study was to compare the speaking fundamental frequency, physiological vocal range, singing voice quality, and self-perceptions of the singing and speaking voice between two groups of girls ages 11 through 15 years, who were pre-menarcheal by 6 months and post-menarcheal by 10 months or more. Subjects were volunteers who attended a North Texas public school system. Each subject was examined by an otolaryngologist. Age, height, weight, a hearing screening, and information on music classes and/or private music lessons were obtained. The speaking fundamental frequency measure was obtained by having each subject speak for 30 seconds on a subject of choice and read a passage of approximately 100 syllables. The vocal range measure was obtained by having each subject begin at an arbitrary pitch and sing mah and moo up the scale as high as possible and mah and moo down the scale as low as possible. These four measures were repeated with the researcher giving visual gestures. For singing-voice quality, each subject sang "America" in the key of her choice and again in the key of F major. Each subjects singing voice was rated according to breathiness. Data regarding self-perceptions of the singing and speaking voice were obtained through a rating assessment of 10 questions and a conversation with each subject. There were no significant differences between the means of the pre-meanarcheal and post-menarcheal girls on speaking fundamental frequency, physiological vocal range, and singing-voice quality. But, more of the post-menarcheal girls exhibited lower speaking pitches, lower singing ranges, and increased breathiness in their singing voices than did the pre-menarcheal girls. Two questions of the perceptions rating assessment were significant, with the post-menarcheal girls citing higher incidences of vocal inconsistencies than the pre-menarcheal girls. The findings of the qualitative data analysis indicated that more post-menarcheal girls had an adequate vocabulary to describe various aspects of their singing and speaking voices than did the pre-menarcheal girls.

Research on voice change in males has generally fallen into two categories: music education studies of changes in the singing voice and speech studies of changes in the speaking voice. These studies rarely consider differences in the dynamic ability of male singers at different stages of vocal development. The concept of tessitura, a portion of the vocal range in which the singer sounds best, is referred to in the literature on vocal music, but the means for identifying its size and location within the range have not been consistently specified. Tessitura appears to be a portion of the range which is most controllable in terms of dynamics and agility and is optimal in tonal quality. This study used the phonetograph to investigate differences in measures of intensity control between pre-pubertal, pubertal (changing) and post-pubertal voices in 48 males aged 9 to 18 years old. These intensity measures were compared to ratings of vocal effort from a panel of 4 music educators in order to determine if tessitura could be identified from acoustic and perceptual evidence of an optimum vocal area. Results of the study were: 1) post-pubertal voices demonstrated greater control of vocal intensity as revealed in lower mean minimum and comfortable intensity measures, higher overall maximum intensity measures and a larger minimum-to-maximum intensity range; 2) intensity measures for pubertal voices were similar to those observed in pre-pubertal voices, contrary to trends suggested in the literature on voice change; 3) the Greatest Dynamic Range (GDR) on the phonetograph, indicating the range in which singers had the most dynamic control, was smaller than the range in which the singers were judged to sound best; 4) tessitura originated in the lower portion of the vocal range, around the location of mean speaking fundamental frequency. Although registers were not specifically investigated, tessitura appeared to be primarily related to modal register in singers who had completed voice change.

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.

Zugl.: Heidelberg, Univ., Diss., 2006 u.d.T.: Mecke, Ann-Christine: Der Stimmwechsel und die deutsche Chorpraxis im 18. und 19. Jahrhundert

The purpose of this study was to identify certain aspects related to sight singing which tend to cause difficulty in teaching junior high school students and to suggest exercises that might be used to aid in overcoming these difficulties, Data included a questionnaire to junior high school teachers in three states. Subjects researched and discussed were the physical, intellectual, and emotional development of the adolescent; the changing voice and the range and vocal limitations of junior high singers; and rhythmic, melodic, harmonic, and other aspects of sight singing. Included were vocal procedures to be used with young voices, suggestions for choosing and/or arranging appropriate music, and original compositions designed to meet the needs and interests of junior high school students.

Made available in DSpace on 2016-04-28T19:33:54Z (GMT). No. of bitstreams: 1 Claudia Lucia Landgraf Pereira Valerio da Silva.pdf: 1551222 bytes, checksum: 564891872d67fb84fb0c3872f5488ebc (MD5) Previous issue date: 2015-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In view of the growing interest with regard to teacher training and in regard to digital inclusion, we propose, as the theme of this research, the training of teachers for the teaching and learning of Portuguese Language in the digital environment. Thus, our overall objective is to discuss the challenges, possibilities and the process of continuing education of teachers to promote the teaching of Portuguese Language in digital and virtual environments in the classroom mode. The underlying purpose was to strengthen the teaching practice of Portuguese-speaking teachers in the use of technology - TIC - in digital environments. To meet our goals, we adopted a qualitative approach, descriptive and explanatory nature, but do not rule out the use of the questionnaire, quantitative instrument, therefore, to Godoy (1995), researchers can distinguish quantitative nature of qualitative research, but differences approach of this research have not opposition between them. Thus, our approach is qualitative, with the use of quantitative (questionnaire) and qualitative (observation, field notes record, interview). Selected, in a universe of nine schools covered by the UCA Project in Mato Grosso, two of them to be the state system, but belong to different municipalities and having similar IDEB 2009. Embasamo us initially in the design of Schon (1992) on the training of teachers developed in service, reflexive and procedural. This training does not seek a finished product, but creating a movement whose dynamic is established when we reflect on the action and the action. We have used in our theoretical basis, mainly on the contributions of Vygotsky (1991), the discussions on teaching metacognition of Paris, Cross and Lipson (1984); the conception of the teacher education of Nóvoa (2007); linguistic assumptions Weinrich (1964) on the tenses; studies of Smith (2001) on the literacies of the Xavier research (2003), Coscarelli (2007) and Quevedo; Crescitelli and Geraldini (2009) on digital literacy and teacher training. The results show that continuous training appears as a necessity for the use of TIC in digital contexts. We found that the challenges are many and range from structural and training issues to pedagogical issues. Since the possibilities of working with TIC are numerous, the teacher, through a process of reflective continuing education, can achieve digital literacy necessary for the development of Portuguese activities in presence digital contexts, in order to provide the students with the knowledge not only of language resources, but also the technological resources necessary for them to be successful in different communicative spheres throughout their lives / Tendo em vista o crescente interesse tanto no que diz respeito à formação de professores quanto no que diz respeito à inclusão digital, propomos, como tema desta pesquisa, a formação de professores para o ensino e aprendizagem de Língua Portuguesa em ambiente digital. Assim, nosso objetivo geral é discutir os desafios, as possibilidades e o processo de formação continuada do professor para promover o ensino de Língua Portuguesa em ambientes digitais e virtuais na modalidade presencial. O propósito subjacente foi fortalecer a prática pedagógica dos professores de Língua Portuguesa para o uso da tecnologia TIC - em ambientes digitais. Para cumprir com nossos objetivos, adotamos a abordagem qualitativa, de natureza descritivo-explicativa, porém não descartamos o uso do questionário, instrumento quantitativo, pois, para Godoy (1995), pesquisadores podem distinguir pesquisas de cunho quantitativo de qualitativo, mas as diferenças de abordagem dessas pesquisas não apresentam relação de oposição entre elas. Assim, nossa abordagem é qualitativa, com a utilização de instrumentos quantitativos (questionário) e qualitativos (observação, registro de notas de campo, entrevista). Selecionamos, em um universo de nove escolas contempladas pelo Projeto UCA em Mato Grosso, duas delas por serem da rede estadual, mas pertencerem a municípios diferentes e possuírem IDEB 2009 semelhante. Embasamo-nos, inicialmente, na concepção de Schon (1992) sobre a formação de professores desenvolvida em serviço, reflexiva e processual. Tal formação não busca um produto pronto, mas a criação de um movimento cuja dinâmica se estabelece quando refletimos na ação e sobre a ação. Valemo-nos, em nossa fundamentação teórica, principalmente, das contribuições de Vygotsky (1991), das discussões sobre metacognição docente de Paris, Cross e Lipson (1984); da concepção de formação do professor reflexivo de Nóvoa (2007); das premissas linguísticas de Weinrich (1964) sobre os tempos verbais; dos estudos de Soares (2001) sobre os letramentos a das pesquisas de Xavier (2003), Coscarelli (2007) e Quevedo; Crescitelli e Geraldini (2009) sobre letramento digital e formação de professores. Os resultados obtidos demonstram que a formação continuada configura-se como uma necessidade para o uso das TIC em contextos digitais. Verificamos que os desafios são muitos e envolvem desde questões estruturais e formativas até questões pedagógicas. Uma vez que as possibilidades de trabalho com as TIC são inúmeras, o professor, por meio de um processo de formação continuada reflexivo, pode alcançar o letramento digital necessário para a elaboração de atividades de língua portuguesa em contextos digitais presenciais, de forma a propiciar aos alunos o conhecimento não só dos recursos linguísticos, mas também dos recursos tecnológicos necessários para que eles sejam bem-sucedidos nas diversas esferas comunicativas ao longo de suas vidas