The purpose of this treatise is to examine antithetical viewpoints relating to the formal approach to training the child voice, as expressed in selected American contributions to vocal pedagogy literature and related research. The treatise is primarily intended to give the reader a clear understanding of the major points of contention regarding the formal approach to training the child voice and the associated implications of using that approach. / In order to provide a complete analysis of the formal approach to training the child voice, the treatise discusses the characteristics and implications of both formal training and nonformal training. The treatise discusses the representative methods which employ specific, formal vocal training techniques but does not analyze these specific techniques in depth. Instead, these various methods are treated and discussed collectively as they relate to the overall issue of vocal training for the child voice. The treatise refers to them as the formal approach. / The nonformal training of the child voice has been generally referred to as the "song approach" or the "song method." As with the formal approach, the treatise examines the song approach in general terms, rather than in specific terms (i.e., the specific techniques within the song approach are not analyzed in depth), and presents the song approach as the alternative to the formal approach. / The treatise also presents a summary of the American history of training the child voice. / The treatise concludes that both the history of training the child voice and the weight of literature and research concerning that topic support the general success and effectiveness of the formal approach in producing good singing habits and skills in children over that achieved by the song approach. Accordingly, the treatise recommends that instruction of the child voice be predominantly conducted using formal teaching techniques. However, the treatise also suggests the addition of certain characteristics of the song approach so that formal drills and exercises do not become overemphasized to the detriment of the child's enjoyment of singing and development of song repertoire. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4310. / Major Professor: Yvonne Ciannella. / Thesis (D.M.A.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77593 |
| Contributors | Ashmore, Catherine Leigh., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 195 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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