Thesis (D.M.A.)--Louisiana State University, 2002. / Includes bibliographical references.

Treatise (D.M.A.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 67-75). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 216-224). Also available for download via the World Wide Web; free to University of Oregon users.

No description available.

This study examined the effect of choristers' vocal production and seating arrangement on evaluations of choral blend and overall choral sound. Two singing modes were studied: (1) "soloistic" singing, in which choristers attempted to maintain normal solo vocal production; and (2) "blended" singing, in which choristers tried to maximize homogeneity of ensemble sound. Seating arrangements examined were: (1) random sectional seating, and (2) sectional seating according to "acoustic matching" of voices Crossing the 2 factors produced 4 experimental conditions. / An ad hoc choir, composed of 22 university voice majors, was recorded singing 4 choral pieces under each experimental condition. Thirty-seven choral conductors, 33 voice teachers and 32 nonvocal musicians rated the performances according to 7 standard evaluative criteria, and wrote comments. Eight of the choristers were recorded individually during the performances. These choristers was also recorded singing their parts as solo songs. Twelve voice teachers evaluated the vocal production of these a choristers. They ranked the 5 performances of each piece (4 choral and solo) by each chorister, and wrote comments. All choristers rated the 4 choral experimental conditions for each piece on a 5-point scale, according to vocal comfort and choral sound, and wrote comments. / Analysis of choral performance ratings revealed a significant seating arrangement effect in favor of acoustic seating over random seating. Singing mode had a significant effect in favor of blended singing over soloistic singing on choral conductors' ratings for all seven criteria. This effect was observed in the voice teachers only "blend/homogeneity." Otherwise, no significant singing mode effect was voice teachers and nonvocal musicians. / On the basis of individual vocal production, voice teachers ranked solo singing significantly higher than the 2 choral singing modes, and soloistic choral singing higher than blended choral singing. Moreover, they ranked acoustic seating higher than random seating. / Choristers rated acoustic seating higher than random seating for vocal comfort and choral sound. They preferred blended singing to soloistic singing for choral sound. For vocal comfort, sopranos preferred soloistic singing to blended singing, tenors preferred blended singing to soloistic singing. Altos and basses showed no singing mode preference for vocal comfort.

The purpose of this study was to investigate whether music students could be systematically trained, by means of a guided listening course, to improve the reliability and validity of their evaluation of solo voice performance. Fifty-four music students were randomly and evenly divided into two groups. The treatment group took an 8-hour home study guided listening course, which focussed on twelve criteria of vocal production, derived from a previous study with expert voice teachers. At the end of the course, treatment subjects rated, on a seven-point Likert scale, twelve criteria and "overall score" for each of 25 performances of the same excerpt. The excerpt chosen was a portion of Mozart's lied "Ridente la calma". It was performed by 19 singers of differing voice classifications and achievement levels. Six of the performances were presented twice. The control group took the evaluation test, but received no treatment. / Interjudge reliability, intrajudge reliability and validity were assessed for the two groups and for 22 expert voice teachers. Treatment subjects achieved significantly higher scores than control subjects for interjudge reliability and validity. No significant difference was found, however, for intrajudge reliability. The expert group achieved significantly higher scores for all three measures than either of the student groups. No significant differences were found between graduate students and undergraduate students, nor between voice major and non-voice majors. Treatment subjects scored higher than control subjects on validity of their evaluations of all twelve criteria and "overall score".

Zugl.: Graz, Universiẗat für Musik und Darstellende Kunst, Diss., 2007.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 62-69). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (D.Mus.)-University of Pretoria, 2003. / Summary in English and Afrikaans. Includes bibliographical references. Available on the Internet via the World Wide Web.