abstract: The purpose of this study was to investigate the attitudes, preferences, and practices of Arizona high school choral directors towards sight-singing skills, and student success in group sight-singing evaluations, the teaching of sight singing including preference for a specific sight-singing system, and the instructional practices employed in daily rehearsals. High school choral directors from the state of Arizona (N = 86) completed an online researcher-designed questionnaire that gathered demographic information as well as information regarding directors' attitudes towards sight-singing instruction, which exercises are used for sight-singing instruction, and directors' self-perceived ability not only to sight sing but also to teach sight singing. Independent variables such as teaching experience, level of education, the system they were trained to use as a student, the system they currently use in the classroom, their self-perceived ability to sight sing, their self-perceived ability to teach sight singing, their choir's sight-singing rating at festival, and their daily instructional practices (as measured by minutes per week of sight-singing instruction) were used to investigate potential differences in attitudinal responses. Multivariate analyses of variance were conducted to investigate potential differences in responses according to various independent variables. Significant differences were found in responses to statements of the importance of sight-singing instruction according to level of teaching experience and time spent on sight-singing instruction in the classroom. No significant differences were found for statements of directors' attitudes toward sight-singing instruction according to level of education or prior training. Results indicate that Arizona high school directors are a seasoned and highly education group of professionals who understand and believe strongly that sight-singing instruction should be a part of their choral music rehearsals. These directors use a variety of systems and resources to teach sight-singing and all dedicate time to sight-singing each week in their rehearsals. Despite the overwhelming support for teaching sight-singing in daily choral rehearsals, there is a lack of participation in choral adjudication festivals where group sight singing is assessed. Further research is suggested to investigate the lack of participation of Arizona high school choral teachers in the group sight-singing component of the state choral adjudication festivals. / Dissertation/Thesis / D.M.A. Music Education 2013

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This qualitative mini-treatise explores Musical expressivity in choral singing with reference to three High School choirs in the Port Elizabeth area. Singing with emotions is not only a facial expression of some sort. There are so many more aspects which could be applied in order for the choral performance to be of an outstanding nature and not merely a performance. The researcher questioned the possibility of introducing expressiveness into rehearsals and performance through the application of more expressive conducting techniques, more detailed musical aspects and a general sense of unity within the group. The choral conductor plays a primary role and should therefore be considered as the most important link between choir and excellence. Focus is put on specific warm up exercises and suggestions are put forward regarding the development of your own, personalized exercises which suits your own unique setup. Data was collected through open-ended interviewees of the three school choir conductors as well as data from current and past studies on various topics. The perceptions of these conductors were noted and the manner in which they apply Musical knowledge during their rehearsals. Research findings indicate that not enough emphasis is put on expressive singing during rehearsals. More research done by the conductors and attending workshops are recommended for personal growth and development.

This study is an initial attempt to identify the most common Afrikaans diction challenges experienced by non-Afrikaans mother tongue speaking choirs, and to explore means of confronting these challenges. No dedicated source exists for choral diction in Afrikaans as a foreign language. This study reviews personal views and literature from various fields that would inform several key elements necessary for the creation of such a source. The primary data for this study was collected through study questionnaires, completed by expert choral conductors who are highly regarded for their success in teaching and performing Afrikaans diction in non-Afrikaans mother tongue speaking choirs, in performance settings such as the ATKV-Applous Choir Competition. Through its proposition of methods for the improvement of Afrikaans diction practices in the non-Afrikaans choral setting, the study promotes the prolific composition of Afrikaans choral literature, and its ubiquitous inclusion in choral repertoire both in South Africa and abroad.

This study investigates the pedagogical applications of scat-singing within the jazz trombone studio. In addition to the obvious ear-training benefits that the student player can gain from this synthesis, the palette of articulation subtleties and overall musically expressive qualities for trombonists can also be greatly enhanced. These commonalities will encompass the pedagogical focus of this document, utilizing performance recordings and publications by prominent jazz artists and writers to document existing teaching strategies as well as develop new concepts. The first section of this document presents an introduction that includes a historical overview of scat-singing, prominent scat-singing instrumentalists, and concepts and current literature. The second section presents selected biographies on Wycliffe Gordon and Bill Watrous, both prominent jazz trombonists who sing as well as play the trombone. The third section investigates jazz articulation, scat-singing articulation, and doodle-tongue articulation and their relevance to this topic. The fourth section explores musically expressive qualities as analyzed in Bill Watrous’ solo transcription of “Body and Soul.” The final section draws conclusions about the pedagogical applications of scat-singing within the jazz trombone studio and summarizes current teaching strategies. Although this document is not a performance guide, an informed performance of the concepts and examples contained herein is required.

The purpose of the meta-analysis was to address the varied and somewhat stratified study results within the area of singing ability and instruction by statistically summarizing the data of related studies. An analysis yielded a small overall mean effect size for instruction across 34 studies, 433 unique effects, and 5,497 participants ranging in age from 5- to 11-years old (g = 0.43). The largest overall study effect size across categorical variables included the effects of same and different discrimination techniques on mean score gains. The largest overall effect size across categorical moderator variables included research design: Pretest-posttest 1 group design. Overall mean effects by primary moderator variable ranged from trivial to moderate. Feedback yielded the largest effect regarding teaching condition, 8-year-old children yielded the largest effect regarding age, girls yielded the largest effect regarding gender, the Boardman assessment measure yielded the largest effect regarding measurement instrument, and song accuracy yielded the largest effect regarding measured task. Conclusions address implications for teaching, research pedagogy, and research practice within the field of music education.

The problem of this study is the development of a theoretical structure underlying a conceptual approach to teaching with special consideration given to vocal teaching.

Summary: Acoustic differences were evaluated among three choral arrangements and two choral textures recorded at three microphone locations. A choir was recorded when singing two musical selections of different choral texture, one homophonic and one polyphonic. Both musical selections were sung in three choral arrangements: block sectional, sectional-in-columns, and mixed. Microphones were placed at the level of the choristers, the conductor, and the audience. The recordings at each location were analyzed using long-term average spectrum (LTAS). The LTAS from the mixed arrangement exhibited more signal amplitude than the other arrangements in the range of 1000-3500 Hz. When considering the musical selections, the chorus produced more signal amplitude in the region of 1800-2200 Hz for the homophonic selection. In addition, the LTAS produced by the choir for the homophonic selection varied across the microphone locations. As for the microphone location, the LTAS of the signal detected directly in front of the chorus had a greater slope than the other two locations. Thus, the acoustic signal near the choristers differed from the signals near the conductor and in the audience. Conductors may be using acoustic information from the region of the second and third formants when they decide how to arrange a choir for a particular musical selection.

The goal of the thesis is to explain intonation perception and cognition, as well as the vocal mechanism and techniques, to help aural-skills instructors teach vocal intonation skills to students who struggle with intonation. The thesis explores comprehensive information on intonation perception and cognition and introduces basic vocal technique for an over-all understanding of the skills involved with accurate vocal intonation.

The purpose of this dissertation was to investigate the phenomenon of whole-school communal singing at two Canadian independent secondary schools. Research questions included: What does the practice of whole-school communal singing look like, how is it experienced by participants, and how has the practice been initiated and maintained? Previous research on whole school singing at the secondary school level is scant. This suited an exploratory, phenomenological research methodology for the present study. Pascale’s (2005) two aesthetics of singing provided the theoretical framework. The idea that choral singing can be approached through a broader lens than is currently practiced in typical choral education contexts helped to characterize whole school singing as a communal singing practice. Research literature explored prior to data analysis focused on communal singing, defined as participatory singing by everyone in a non-choir community. Examples included crowd singing at sports games, at protest marches, and in churches. Communal singing in North America was more popular in the early 20th century than today, which may explain its rareness in contemporary secondary schools. Data were collected through interviews with 17 current and former students, faculty and administrators at two schools. Analysis was conducted using thematic analysis (Braun & Clarke, 2006), supported by NVivo software, and resulted in five overarching themes. The first was that all the research participants expressed a strong positive regard for the practice of whole school singing; the second was that communal singing may contribute to student belongingness. The third overarching theme was that communal singing appears to mediate emotions and may contribute to student wellness; fourth, that the approach taken to whole school singing at the two schools prioritizes full participation over achieving aesthetic qualities typically espoused by performance choirs. The fifth theme was that whole school singing at the secondary school level is not easy to initiate and maintain, but requires specific leadership, intention, and strategy in order to create a fully participative, engaging, and joyful experience in a secondary school context. Post data analysis, findings were compared and contrasted with those from related research. Recommendations are provided for educators who may wish to consider incorporating communal singing into school life.