Syftet med studien är att undersöka hur sångpedagoger beskriver att de arbetar med röstregister i sin undervisning, vilka olika röstbegrepp informanterna använder sig av samt hur de förklarar dessa för eleverna. Med denna studie vill jag få en bild av hur terminologin påverkar undervisningen när samma register förklaras på olika sätt. Jag har utgått från kvalitativa intervjuer för att på så sätt få en mer utförlig bild av sångpedagogers uppfattningar och handlingar. Jag har intervjuat fyra sångpedagoger i olika genrer för att se om det finns någon skillnad i val av begrepp utifrån vilken genre de arbetar inom. För att kunna tolka och försöka förstå informanterna på ett djupare sätt har jag använt mig av ett hermeneutiskt förhållningssätt. Jag har också analyserat datamaterialet utifrån ett didaktiskt perspektiv.   Resultatet visar att informanterna anser att det finns för många begrepp när det gäller röstregister och att det skulle vara bra att sortera upp dem och minska antalet på dem. Samtidigt anser informanterna att sången är viktigare än hanteringen av begreppen. Genom att förklara begrepp utifrån specifika genrer samt vara tydlig med vad ett register är skulle terminologin kunna berika undervisningen. / The purpose of this study is to investigate how vocal teachers work with vocal register in their teaching; which voice terms the informants use and how they explain these to the students. With this study I want to get a picture of how the terms affect the teaching, when the same register is explained in different ways. I have used qualitative interviews to get a more detailed picture of the vocal teachers’ opinions and actions. I have chosen four vocal teachers in different genres in order to find if there are different choices of words between the music genres they work in. To be able to interpret and understand the informants in a deeper way I have used a hermeneutic perspective. I have also analysed the data from a didactic point of view.    The results show that the informants find too many terms connected to the vocal register and that it would be good to categorise and minimize the number of them. At the same time the informants believe that the singing is more important than the use of the terms. Explaining the terms within the genre, and by making clear what a register is, should enrich the education.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T11:30:57Z No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-28T11:40:25Z (GMT) No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-28T11:40:25Z (GMT). No. of bitstreams: 2 Dissertação - Cleuber Pereira da Cruz - 2015.pdf: 1386331 bytes, checksum: f31985ca1883ca0bc574ab80a80d58ab (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-12-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research comes to detailing the operation of voluntary and involuntary phonic mechanisms and processes, with the theoretical basis of Boone & McFarlane’s studies (1994); discussions of the interrelationships with other disciplines, aimed at enhancing the teaching of singing; and the investigation of ways of how to stimulate the creativity of the teacher in adapting and creating vocalizes and exercises, that these are only suggestions for the teaching area. Resulted from the reading, reflection and composition of a Corpus of Texts (BAUER and GASKELL, 2003, p. 496), which allowed elaborate justifications for each exercise and presented vocalize. Having chosen the set of texts that constitute this study the data used, it is expected that the analysis of five proposed exercises and vocalizes, promote the extension of discussions on the Teaching of Singing, with a view to improvement of vocal preparation singer. It should be noted, in conclusion, that there is a need for more publications and descriptions of teaching methodologies in this area. / Essa pesquisa trata de detalhar o funcionamento dos mecanismos e processos fônicos voluntários e involuntários, tendo como base teórica os textos de Boone e McFarlane (1994); as discussões das inter-relações do canto com outras disciplinas, visando valorizar o ensino do canto; e a investigação das formas de como estimular a criatividade do professor na adaptação e criação de vocalizes e exercícios, que se tratam de apenas sugestões para a área de ensino do canto. Resultou da leitura, reflexão e composição de um Corpus de Textos ( BAUER e GASKELL, 2003, p. 496), que possibilitou elaborar justificativas para cada exercício e vocalize apresentado. Tendo escolhido o conjunto de textos, que constituem neste estudo os dados que foram utilizados, espera-se que a análise dos 5 exercícios e vocalizes propostos, promova o alargamento da discussões sobre a Didática do Canto, tendo em vista a melhora da preparação vocal do cantor. Ressalta-se, como conclusão, que há uma necessidade de mais publicações e descrições de metodologias de ensino nesta área.

Syftet med studien är att få fördjupad insikt i hur sångpedagoger arbetar med musikteori i enskild sångundervisning på gymnasiet. I bakgrundskapitlet presenteras de rådande betygskriterierna inom ämnet Instrument eller sång I samt tidigare forskning och litteratur som har anknytning till studiens syfte.   Jag har använt mig av kvalitativa intervjuer och har sedan analyserat materialet ur ett sociokulturellt perspektiv. Samtliga informanter har utbildning från musikhögskola och arbetar vid gymnasieskolans estetiska program. De beskriver sin syn på musikteori ur ett sångperspektiv, berättar hur de arbetar med musikteori i sin undervisning samt ger exempel på hur eleverna kan motiveras till lärande. Resultatet visar att alla informanter anser att musikteori och notläsningsförmåga är viktigt för elevernas musikaliska helhetsbild. Eleverna själva har dock svårt att förstå nyttan av musikteorin eftersom det är lättare för dem att lära sig genom att lyssna på inspelningar via internet. De har också svårt att få en översiktlig helhet över musik och musikteori. / The purpose of this study is to gain deeper insight into how vocal teachers incorporate music theory during individual lessons in upper secondary school. The background chapter presents the grading criteria for Instrument eller sång I, in addition to previous literature related to this purpose.   I have used qualitative interviews and analysed the data from a sociocultural perspective. All of the informants have a higher musical education and work at the designed aesthetical programme at various upper secondary schools. They describe their view of music theory from a vocalist’s perspective and also explain how they incorporate music theory when teaching. The result indicates that the informants consider music theory and the ability to read music as being very important for the student’s general comprehension of music. The students though, have difficulties understanding the advantage of music theory skills since it is easier for them to learn by listening to recordings on the Internet.

The problem with which this research is concerned is the documentation of Allan Rogers Lindquest's vocal teaching techniques and contributions to the field of vocal pedagogy in America from 1974 to 1981. The purpose of this study is the identification and compilation of voice building techniques and vocal exercises that were formulated for vocal pedagogy by Lindquest. As a result of reviewing the literature related to vocal pedagogy, which identifies methods of voice teaching and contrasts pedagogical styles, the research questions developed for this study concern the identification and classification of Lindquest's teaching techniques in instructional areas that include breath and breath support, areas of resonance, vowels and vowel modification, vocal registers, other related areas of vocal production, and the directions for and expected results of special vocal exercises. The sources of data for this study are verbatim transcripts of fifty-six audio tapes of voice lessons conducted by Lindquest with seven students.