Relevant bibliographies by topics / Singing – Instruction and study

Academic literature on the topic 'Singing – Instruction and study'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Singing – Instruction and study"

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Demorest, Steven, Bryan Nichols, and Peter Q. Pfordresher. "The effect of focused instruction on young children’s singing accuracy." Psychology of Music 46, no. 4 (June 20, 2017): 488–99. http://dx.doi.org/10.1177/0305735617713120.

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The purpose of this study was to test the effect of daily singing instruction on the singing accuracy of young children and whether accuracy differed across four singing tasks. In a pretest-posttest design over seven months we compared the singing accuracy of kindergarteners in a school receiving daily singing instruction from a music specialist to a control school receiving no curricular music instruction. All children completed four singing tasks at the beginning and end of the study: matching single pitches, matching intervals, matching short patterns, and singing a familiar song from memory. We found that both groups showed improvement on the pitch-matching tasks from pretest to posttest, but the experimental group demonstrated significantly more improvement. Performance on the familiar song task did not improve for either group. Students achieved the highest accuracy scores when matching intervals. Regular singing instruction seems to accelerate the development of accurate singing for young children, but the improvement was evident only in the pitch-matching tasks. It is possible that singing skill development proceeds from pitch-matching to the more difficult task of singing a song from memory. If so, this has implications for how we structure singing instruction in the early grades.
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Li, Jing, and Miao Yu. "A Study of the Effect of Sichuan Opera Singing on the Vocal Skills of Music Students." Journal of Contemporary Educational Research 8, no. 6 (July 3, 2024): 161–65. http://dx.doi.org/10.26689/jcer.v8i6.7204.

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The purpose of the article is to explore the effects of Sichuan opera singing on music majors’ vocal skills, focusing on three key aspects: pitch test, assessment of rhythmic perception, and emotional expression. Through a quasi-experimental design, 100 music majors were selected as research subjects and divided into an experimental group that received Sichuan opera singing instruction and a control group that received traditional vocal instruction. The results showed that compared with the control group, the experimental group receiving Sichuan opera singing teaching showed significant improvement in pitch mastery, rhythm perception, and emotional expression.
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Reifinger, James L. "The Acquisition of Sight-Singing Skills in Second-Grade General Music." Journal of Research in Music Education 60, no. 1 (March 14, 2012): 26–42. http://dx.doi.org/10.1177/0022429411435683.

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This study was designed to examine two aspects of sight-singing instruction: (1) solfège syllables versus the syllable loo for singing patterns and (2) the use of related songs (songs that began with tonal patterns being studied) as compared with unrelated songs. Second-grade students ( N = 193) enrolled in general music classes participated in 25 minutes of sight-singing instruction for 16 sessions. In each session a new four-note pattern and song were introduced, and previously learned patterns were reviewed. Four levels of instructional treatment were examined as the independent variable: (1) related songs/solfège, (2) related songs/ loo, (3) unrelated songs/solfège, and (4) unrelated songs/ loo. Pitch and contour accuracy of familiar and unfamiliar patterns were examined as dependent variables on sight-singing pre-, post-, and retention tests. Results indicated significant pre- to posttest improvement in sight-singing skills. Most post- to retention test differences were nonsignificant, indicating skill retention. Sight-singing skills transferred to unfamiliar patterns. Treatment effectiveness differed by pattern familiarity. Solfège with familiar patterns and a neutral syllable ( loo) with unfamiliar patterns resulted in significantly greater contour accuracy. Relating patterns to songs had no significant effect on achievement.
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Demorest, Steven M. "Improving Sight-Singing Performance in the Choral Ensemble: The Effect of Individual Testing." Journal of Research in Music Education 46, no. 2 (July 1998): 182–92. http://dx.doi.org/10.2307/3345622.

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The purpose of this study was to examine the effect of individual testing, in conjunction with group instruction, on students' sight-singing skills. A quasi-experimental study was designed to test the following prediction: Choir students given a regular program of individual testing will show a significantly greater improvement in individual sight-singing over students given group sight-singing instruction alone. A sample of 306 subjects was drawn from the beginning and advanced choirs of six high schools in the State of Washington where sight-singing was taught. Intact choirs were randomly assigned in a pretest-posttest control group design to examine the effect of a señes of three individual tests administered to the experimental group throughout one semester. Results showed a significantly greater gain in individual sight-singing performance on the major melody for members of the experimental group. Members of the advanced choirs scored significantly higher on the major melody across conditions. There were no significant differences in either variable for the minor melody. There was a significant school-to-school difference in individual achievement for both melodies, but no interaction with the treatment. Individual testing was found to be an effective means of improving individual sight-singing performance in group instructional situations.
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Svec, Christina L. "The effects of instruction on the singing ability of children ages 5 to 11: A meta-analysis." Psychology of Music 46, no. 3 (June 1, 2017): 326–39. http://dx.doi.org/10.1177/0305735617709920.

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The purpose of the meta-analysis was to address the varied results within the area of singing ability research by statistically summarizing the data of related studies. Across 34 studies, analyses yielded an overall mean effect size for instruction of g = 0.43. Studies were limited to pretest-posttest or posttest-only quasi-experimental designs. The largest overall study effect size across categorical variables included the effects of same and different discrimination techniques on mean singing score gains. 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, the Boardman assessment measure yielded the largest effect regarding measurement instrument, and song accuracy yielded the largest effect regarding measured task. Regarding gender, boys and girls improved similarly from singing interventions across studies. Implications for singing instruction pertain to the importance of intervention, especially between the ages of 5 and 8. Results from the meta-analysis have highlighted a tendency for singing interventions to improve singing ability more than traditional song-singing and more than no music instruction at all. Results from the meta-analysis have also highlighted the importance of self, teacher, and computer feedback in the development of singing.
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Rutkowski, Joanne. "Investigation of the effect of a male singing model on kindergarten children’s use of singing voice achievement." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 167–80. http://dx.doi.org/10.1386/ijmec_00003_1.

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Replicable singing models are important as children learn to use their singing voices. Previous research indicates that for elementary school-aged children a child model is most effective, then a female model, then a male falsetto model, then a male baritone model. In my work with preschool children in a more informal setting, I noticed that many of these children did not seem to have difficulties singing along with male undergraduate students. In a recent study I conducted, significant differences in male and female models were found, favouring the female model. However, gains in singing were not noted until the second half of the year and the male teacher was only part of instruction for the first half of the year. Therefore, the purpose of this study was to investigate the effect of a male singing model over an entire academic year of instruction on kindergarten children’s singing voice achievement. Kindergarten children (N=15, N=10) received informal music guidance once a week for 30‐40 minutes from October to May from a team of two music teachers, one female and one male. The teachers sang together during activities, but sometimes the female teacher would take the lead; other times the male teacher. The Singing Voice Development Measure (SVDM) was administered four times during the instructional period. For each test time, the female teacher administered the test with her voice as the singing model; on a different day the male teacher administered the test with his baritone voice as the singing model. Two raters evaluated the randomized recordings of the children’s singing; reliabilities were acceptable. A three-way repeated-measures ANOVA revealed a significant interaction by time and model. The children’s scores, while quite high on the pretest, showed an increase over time for both models except for the final performances when singing with text with the female model; one of these performances appears to be an outlier.
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Hong, Seungyoun. "Exploring Instruction Methods for the Resting Tone in Elementary School Music Classes." European Journal of Education and Pedagogy 3, no. 6 (December 20, 2022): 222–25. http://dx.doi.org/10.24018/ejedu.2022.3.6.513.

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This study aims to explore some instructional methods for the resting tone in music education, especially elementary general music education in Korea. Before exploring the instructional methods, the important role of the resting tone in the view of a western music history was investigated. Establishing the instructional methods, Music Learning Theory, a contemporary music education theory by Gordon was based upon and adapted to apply. Four integral applicable methods for elementary school music teachers to instruct the resting tone were introduced. First, through singing the last pitch of the patterns teacher uses, second, through singing the first pitch of the patterns teacher uses, third, through singing the resting tone of the patterns teacher uses, fourth, through singing the resting tone of a song teacher introduces. The four kinds of methods introduced in this study can be applied to any elementary music classes.
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Mead, Tim P., Leif E. Berg, Starr K. Sage, and Dennis J. Guillot. "Increasing Reading Fluency through the Use of Physical Movement and Affirming Parallel Concepts." Studies in Linguistics and Literature 5, no. 2 (June 1, 2021): p118. http://dx.doi.org/10.22158/sll.v5n2p118.

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Sixteen 6th grade middle school students, who were all classified as struggling readers, volunteered to participate in a study examining the impact of daily physical movement and singing (Affirming Parallel Concepts) on reading fluency, as measured by words read per minute. Half of the participants received instruction on learning new songs to sing in class while simultaneously learning new sight words over a six-week period. The other eight students served as a control group and received standard reading instruction on learning new sight words. The experimental group incorporated movement into their singing by clapping their hands and thighs, stomping their feet, and moving around the classroom while singing. Students in the experimental group significantly improved their reading fluency (14% improvement) versus those students in the control group (5% improvement) over the six-week instruction period as measured by Fountas and Pinnell reading assessments.
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Glover, Helen, Joseph Kalinowski, Michael Rastatter, and Andrew Stuart. "Effect of Instruction to Sing on Stuttering Frequency at Normal and Fast Rates." Perceptual and Motor Skills 83, no. 2 (October 1996): 511–22. http://dx.doi.org/10.2466/pms.1996.83.2.511.

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Singing as a fluency-enhancing mechanism is well-established. The fluency derived by singing has been attributed to a reduced speech rate, memorized material, semantically reduced content, and an imposed rhythm. In this study, we attempted to address each of these explanations. 12 participants who stuttered were instructed to read or sing each of four different passages under the following conditions: reading at a normal rate, reading at a fast rate, singing at a normal rate, and singing at a fast rate. Participants exhibited a statistically significant increase in disfluencies while reading, i.e., participants displayed a 75% reduction in disfluency in the singing condition relative to the reading condition. There was no difference in stuttering frequency with rate conditions. Current findings suggest that stutterers are capable of internally generating fluent speech production by imposing idiosyncratic melodic structures or some derivation of melody when asked simply to sing. There is no claim that these participants were singing, as skills and capabilities varied tremendously, only that participants achieved dramatic enhancement of fluency after they were just asked to sing. Thus, the only intervening variable was the instruction to sing, which suggests the attempt to follow the instruction, no matter how futile, generated fluent speech. Since fluency was maintained in both the normal and fast rates of production, alternate central mechanisms must be held accountable for these findings.
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Phillips, Kenneth H., and Randall E. Aitchison. "Effects of Psychomotor Instruction on Elementary General Music Students' Singing Performance." Journal of Research in Music Education 45, no. 2 (July 1997): 185–96. http://dx.doi.org/10.2307/3345579.

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This study is an investigation of the effects of a year-long program of vocal instruction I on measures of respiration (vital capacity, peak flow, duration) and singing performance (high pitch, low pitch, total range, pitch accuracy) among general music students in Grades 4, 5, and 6 (n = 269). A posttest-only control-group design was used with intact classes randomly assigned to either experimental or control conditions. Results of 2 ? 2 ? 3 factorial analyses (MANOVA and ANOVA) were as follows: (1) breath support (peak flow) may be improved with instruction; (2) vital capacity seems to be affected more by age than by instruction; (3) breath control (duration) may be improved with instruction, especially among fifth-grade students; (4) highest pitch of vocal range may be improved with instruction; (5) lowest pitch of vocal range may be improved with instruction, especially for boys; (6) total vocal range may be improved with instruction, especially for boys; (7) pitch accuracy seems to be greater for girl than for boys, and boys pitch accuracy may not be helped with vocal instruction when there is a reluctance to sing in the treble range.
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Dissertations / Theses on the topic "Singing – Instruction and study"

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Tan, Haidee Lynn C. "Register Unification in Light of Twentieth-Century Vocal Pedagogy." Thesis, connect to online resource. Access restricted to the University of North Texas campus, 2003. http://www.library.unt.edu/theses/open/20032/tan%5Fhaidee/index.htm.

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Whitaker, Sandra S. "Singers' resonance." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1118238.

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The primary purpose of this study was to clarify the underlying principles of singers' resonance and to examine some of the pedagogical practices associated with the traditional schools of singing and contemporary voice science. The secondary purpose was to determine which principles should be retained, discarded, or altered.An examination of the voice pedagogy literature revealed recurrent references to resonance. This implied that the concept is of some importance to voice pedagogy. Singers' resonance has, however, been presented in diverse contexts indicating that (1) it has a number of denotations and connotations, (2) it is sometimes used ambiguously, or inaccurately, and (3) a further investigation of the topic might yield clarity to the field of voice pedagogy.It was determined that though there are many important voice pedagogy methodologies, classically trained professional concert and opera singers of international reputation are taught to optimize singers' resonance both in order to be heard and to produce the accepted tone. It was found that those precepts which are based upon acoustic laws should be conserved and those which are not should be abandoned, altered, or when appropriate, acknowledged as metaphorical.
School of Music
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Olivier, Madelie Charlotte. "A critical study of voice teaching method, with specific reference to solo singing, choral singing and vocal health for the teenage singer." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019926.

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This dissertation presents a critical study of voice teaching method as this pertains to the high school learner studying voice within the South African educational environment, with learning outcomes determined for subject music within the GET (General Education and Training) and FET (Further Education and Training) bands of the Department of Basic Education at each school grade level, as well as by external examining bodies such as Unisa (University of South Africa), Trinity Guildhall and ABRSM (Amalgamated Board of the Royal Schools of Music). Emphasis is placed on the methodological principles applicable in the case of the Western classical music solo vocal repertoire, but reference is also made to the applicability of this method in other vocal genres and, in particular, in the case of choral music participation. Special attention is given to the subject of the vocal health of the developing teenage voice, which includes an overview of vocal disorders and suggestions for rehabilitation and remedial programmes where necessary. Triangulation of research results is achieved in this study through inclusion of: - A thorough survey of selected pertinent bibliographic sources - Description of and engagement with the researcher’s own numerous phenomenological encounters in this field - Interviews conducted in Port Elizabeth with Jill Nock, voice teacher, on the subject of voice teaching method, and with John Black, Ear, Nose and Throat Specialist, on the subject of vocal health. The researcher concludes that there is a need for continued education and training of music educators in the South African high school environment, many of whom are not trained voice specialists, in order to cater for the growing number of high school music learners who choose to specialise in voice. Although educator networking can go a long way towards creating an informal support system to address this need, it is ultimately the responsibility of the Department of Basic Education to address this in a formal and all-encompassing fashion.
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Bell, Jeffery E. "American musical theater songs in the undergraduate vocal studio : a survey of current practice, guidelines for repertoire selection, and pedagogical analyses of selected songs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1026700.

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American musical theater songs are popular with the general public, and many college and university voice students are familiar with them. Some voice teachers also use musical theater repertoire to varying degrees in voice instruction. Such familiarity and interest lend significance to this study of the songs in a teaching context. There is therefore a need for the establishment of repertoire-selection guidelines and pedagogical analysis of selected musical theater songs so that additional teachers will become well informed.Following the introduction in Chapter One, the results of a survey sent to one hundred members of the National Association of Teachers of Singing are presented. The survey posed questions concerning the current use of musical theater songs. Among other things, the results revealed strong interest in the analysis and application of this literature in the voice studio. Guidelines for repertoire selection (also used by the author in selecting songs that address specific aspects of singing) are introduced in Chapter Three, along with a description of analytical procedures. Chapters Four through Eight include summaries of the analyses and suggested applications in the voice studio:Developing the ability to sing longer phrases"You'll Never Walk Alone" (Rodgers)"Where Is Love?" (Bart)"After the Ball" (Harris)• Developing the ability to sing wide intervals in a legato fashion "Lost in the Stars" (Weill)"Warm All Over" (Loesser)"Green Finch and Linnet Bird" (Sondheim)•Developing the ability to articulate words rapidly "My Darling, My Darling" (Loesser) "Seventy-Six Trombones" (Willson) "Soliloquy" (Rodgers)•Developing the ability to move smoothly between registers "Someone to Watch Over Me" (Gershwin) "Where or When" (Rodgers) "O1' Man River" (Kern)•Managing a large range and mature quality "Maria" (Bernstein)"Memory" (Lloyd Webber) "One More Kiss" (Sondheim)Conclusions in Chapter Nine include: (1) teachers should judge musical theater songs by the same criteria as other songs; (2) musical theater literature offers useful material for students who are striving to develop certain aspects of singing; (3) analyses of selected songs demonstrate their suitability for pedagogical use; and (4) there is a need for additional critical analysis of musical theater literature.
School of Music
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Starker, Leonard Bonn. "From physics to music: an analysis of the role of overtones in the improvement of choral tone." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1650.

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Numerous studies exist examining the link in solo singers between timbre and overtone spectra. The purpose of this study is to examine if similar results can be obtained by applying the same techniques to choral singing. The study is aimed at non-scientific readers and therefore introduces the subject with background to the relevant physics. In this study a number of recorded samples of choirs were taken from www.youtube.com and analyzed. The analysis included computation of long-term average spectra (LTAS) and singing power ratio‟s (SPR), which provided an indication of the relative energy in the higher overtone region of every choir. This was compared to a binary value judgment of the choirs. The results indicate that the SPR as applied to soloists cannot be directly applied to choirs. A link between SPR and a perceived “good” choral tone could exist but would have to be interpreted differently than in the case of soloists. It was also found that a possible link could exist between frequency peaks in LTAS and a choir's intonation.
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Nesheim, Paul Jonathan. "Vocalises for choir: A collection of vocal exercises with a study of their value and of principles for their effective use." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185742.

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For an untold number of years the vocalise has had an integral place in many of the methods used for the training and development of singers. Commonly referred to and used as "warm-ups" in the choral rehearsal, vocalises are considered by many conductors to have a usefulness that surpasses that of simply preparing voices for the singing which is immediately at hand. It remains a tendency in many cases, however, for vocalises to be used in an indiscriminate fashion without a clear understanding of the purposes of the vocalises used and/or using a method of presentation of vocal exercises that can diminish their usefulness or perhaps even have detrimental effects on the singers. A common additional plight facing many choral conductors seems to be the lack of availability of practical, printed resources for choral vocalization. Conductors can feel forced to rely only on exercises passed onto them by colleagues or by their own teachers. Either because of this lack of understanding of purpose or because of a lack of knowledge of vocalise repertoire, or both, a conductor might choose to limit or avoid entirely the use of vocal exercises in the choral rehearsal, depriving the conductor and the singers of what is perhaps one of the best tools for vocal development and conditioning. This study attempts to contribute toward the alleviation of the problems mentioned above. The study provides an extended collection of vocalises arranged with optional piano accompaniments by the author for use in the choral rehearsal, including original exercises, as well as those borrowed from colleagues in the solo and choral music fields and from selected printed sources. In addition, through a review of the writings of noted authorities in the field of voice education, the study discusses the usefulness of vocalises in the development of specific elements of good singing, with reference to the vocalises contained in the collection. Included in this discussion is a determination, based on these writings, of certain principles for the effective use of vocalises in the choral rehearsal. Finally, this study provides a selected list of known, available resource material that specifically contains vocalises for choir.
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Van, Zyl Lionel. "A critical investigation of the effectiveness of warm-ups as technical exercises for the improvement of choral tone : a case study of the Eastern Cape Children's Choir." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/634.

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This is a research project based on the author’s experience of more than 20 years as conductor of the Eastern Cape Childrens Choir. It investigates the effectiveness of technical exercises - with special reference to selected “warm-up” exercises - in creating a superior choral tone in the children’s choir. The investigation is motivated by the fact that it is an ongoing challenge to effectively overcome problems with intonation and poor choral tone, problems which are mostly caused by lack of attention to pure vowel formation. Toward this end, a practical “tool box” of vocal exercises for the children’s choir is ultimately proposed. The toolbox is based on one single exercise with different variations. Each variation is designed to address multiple vocal needs and to correct vocal production during singing. In this manner a great many technical aspects are covered with the simplest of means and in the shortest possible time, bearing in mind that the rehearsal session allows limited time to focus on such matters to the exclusion of all else.
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Fowler, Alandra Dean. "Estelle Liebling: An exploration of her pedagogical principles as an extension and elaboration of the Marchesi method, including a survey of her music and editing for coloratura soprano and other voices." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186675.

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Estelle Liebling (1880-1970) was a phenomenally successful voice teacher who occupies a place in the chain of succession of voice teachers devoted to the ideals of the bel canto. Turning out over seventy-five Metropolitan Opera stars over the fifty-plus year span of her teaching career, she was regarded during her lifetime as one of the most distinguished voice teachers in America. Her editions, compositions, and pedagogical writings exerted an influence on the world far exceeding the boundaries of the New York professional musical sphere in which she operated. Despite this, almost nothing has been written to date that documents her contribution to the world of singing. Much of Liebling's pedagogical outlook was derived from that of her immediate predecessor, Mathilde Marchesi, and direct comparison of Liebling's Vocal Course to Marchesi's Theoretical and Practical Vocal Method shows this relationship. Liebling herself acknowledged Marchesi's influence, but the pedagogy she espoused was by no means a carbon copy of that of Marchesi. Important differences exist, distinguishing Liebling's pedagogy as separate and individualized, a legitimate successor to the Marchesi Method. Liebling's legacy consists not only of her teaching and pedagogical writings, however. The tremendous body of vocal literature which she edited, arranged, and composed, mostly for coloratura soprano, is enough in of itself to justify her place in music history. Additionally, her catalogue work of cadenzas and ornamentation for coloratura soprano literature still stands today as the monumental work on the subject.
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Fourie, Magdalena Johanna. "'n Ondersoek na sangpedagogiek met besondere verwysing na die Schubert-liedere as onderrigliteratuur." Thesis, Stellenbosch : Stellenbosch University, 1986. http://hdl.handle.net/10019.1/65285.

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Thesis (MMus) - Stellenbosch University , 1986.
INLEIDING: By die instudeer van 'n aantal Schubert-liedere het die skryfster onder die indruk gekom van nie alleen die skoonheid van die poëtiese en musikale inhoud nie, maar veral ook die pedagogiese waarde daarvan. 'n Behoefte om die potensiaal van die Schubert-liedere as onderrigmateriaal te ondersoek, het ontstaan.
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Chen, Ti Wei. "Role and efficacy of verbal imagery in the teaching of singing : case study and computer vocal analysis." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/716.

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Books on the topic "Singing – Instruction and study"

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Neate, Ken. Great singing: Common sense in singing. Königslutter: Slices of Life, 2001.

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Dillon, Margaret. Simply singing: An introduction to teaching singing. Cork: Cumann Náisiúnta na gCór, 1996.

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Young, Arabella Hong. Singing professionally: Studying singing for actors and singers. Portsmouth, NH: Heinemann, 1995.

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Young, Arabella Hong. Singing professionally: Studying singing for singers and actors. Portsmouth, NH: Heinemann, 2003.

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Young, Arabella Hong. Singing professionally: Studying singing for actors and singers. Portsmouth, NH: Heinemann, 1995.

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Chapman, Janice L. Singing and teaching singing: A holistic approach to classical voice. 2nd ed. San Diego: Plural Pub., 2010.

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Chapman, Janice L. Singing and teaching singing: A holistic approach to classical voice. 2nd ed. San Diego: Plural Pub., 2010.

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David, Craig. On singing onstage. New York, N.Y: Applause Theatre Book Publishers, 1990.

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Henderson, Larra Browning. How to train singers: With illustrated "natural" techniques & taped exercises. 2nd ed. West Nyack, N.Y: Parker Pub. Co., 1991.

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L, Reid Cornelius, Bybee Ariel, and Ford James E. 1943-, eds. The modern singing master: Essays in honor of Cornelius L. Reid. Lanham, Md: Scarecrow Press, 2004.

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Book chapters on the topic "Singing – Instruction and study"

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Nowatzki, Tony, Michael Ferris, Karthikeyan Sankaralingam, Cristian Estan, Nilay Vaish, and David Wood. "Case Study: Instruction Set Customization." In Optimization and Mathematical Modeling in Computer Architecture, 49–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-031-01773-5_3.

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Kruse, Sharon D., and Julie A. Gray. "Curriculum, Instruction, and Assessment." In A Case Study Approach to Educational Leadership, 51–75. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-3.

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Gatto, Lynn Astarita. "Inclusivity Through Discursive Instruction." In A Retrospective Study of a Dialogic Elementary Classroom, 82–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003121893-5.

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You, Shingchern D., and Yi-Chung Wu. "Comparative Study of Singing Voice Detection Methods." In Computer Science and its Applications, 1291–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-45402-2_180.

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Yang, Sixian, and Abdullah Abdulrazik. "Supplemental Academic Instruction (SAI) Pilot Study." In Institutional Research Initiatives in Higher Education, 172–84. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315136042-10.

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Kaplan, Sandra N. "Independent Study." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 95–111. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-6.

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Ishii, Terumasa. "Historical overview of lesson study." In Curriculum, Instruction and Assessment in Japan, 57–72. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-7.

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Guarda, Marta. "The Contexts of this Study." In Student Perspectives on English-Medium Instruction, 22–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094098-3.

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Frick, Theodore W., Rodney D. Myers, Cesur Dagli, and Andrew F. Barrett. "Overview of the Big Study." In Innovative Learning Analytics for Evaluating Instruction, 9–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003176343-2.

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Yang, Yudong. "How Classroom Instruction Was Improved in a Teaching Research Group: A Case Study from Shanghai." In Transforming Mathematics Instruction, 355–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_20.

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Conference papers on the topic "Singing – Instruction and study"

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Pretet, Laure, Romain Hennequin, Jimena Royo-Letelier, and Andrea Vaglio. "Singing Voice Separation: A Study on Training Data." In ICASSP 2019 - 2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2019. http://dx.doi.org/10.1109/icassp.2019.8683555.

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Zhang, Hui. "Study on Bel Canto in Singing Skill Training." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.62.

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Sahu, Dr Atma. "Undergraduate Mathematics Online Instruction Study." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-2195_cseit14.02.

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QIN, WEI-WEI. "A STUDY ON PRONOUNCING SKILLS IN VOCAL MUSIC SINGING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35694.

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In China, pronouncing correctly and clearly is a basic requirement in vocal music singing. Only with a sufficient understanding of the pronouncing skills can a performer present a qualified vocal work. Through a simple analysis of the pronouncing problems that often occur in vocal singing and, targeted suggestions will be put forward in this paper. At the end of the paper, an analysis of pronouncing skills will be made, hoping to provide theoretical help to the development of vocal music singing in our country.
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Estill, Jo, Noriko Kobayashi, Kiyoshi Honda, and Yuki Kakita. "A study on respiratory and glottal controls in six western singing qualities: airflow and intensity measurement of professional singing." In First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-43.

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"Study on Singing Skills and Teaching Ideas in "July's Prairie"." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.156.

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Cao, Chuan, Ming Li, Jian Liu, and Yonghong Yan. "A study on singing performance evaluation criteria for untrained singers." In 2008 9th International Conference on Signal Processing (ICSP 2008). IEEE, 2008. http://dx.doi.org/10.1109/icosp.2008.4697411.

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Wang, Jing, Li Ma, and Yonghong Li. "A preliminary study on the acoustic characteristics of Hua’er singing." In 4th International Conference on Information Science, Electrical and Automation Engineering (ISEAE 2022), edited by Mengyi (Milly) Cen and Lidan Wang. SPIE, 2022. http://dx.doi.org/10.1117/12.2640363.

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"Study on the Role of Recitation Art on Vocal Singing." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.108.

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Xie, Guimei. "Flipping Language Study in Classroom Instruction." In The Joint Conferences of 2015 International Conference on Computer Science and Engineering Technology (CSET2015) and 2015 International Conference on Medical Science and Biological Engineering (MSBE2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814651011_0061.

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Reports on the topic "Singing – Instruction and study"

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Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

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Glaser, Robert, and Miriam Bassok. Learning Theory and the Study of Instruction. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada204744.

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Ly, Lena, Jennifer Philip, Peter Hudson, and Natasha Smallwood. Singing for people with advance chronic respiratory diseases: a qualitative meta-synthesis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0017.

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Review question / Objective: This study undertook a meta-synthesis of qualitative data with the aim of collating, synthesizing, and evaluating the current evidence regarding the experiences of singing for people with advanced chronic respiratory disease. Condition being studied: Advanced respiratory illnesses are disorders that impact the airways and other structures of the lung. People with lung cancer, chronic obstructive pulmonary disease (COPD) and interstitial lung disease (ILD) frequently experience progressive, frightening breathlessness, cough and fatigue, which affect their quality of life. Furthermore, people with advanced chronic respiratory disease (CRD) and their carers experience a high prevalence of loneliness and uncertainty, especially if breathlessness is felt to herald death and thus, require both psychological and practical supportive care to cope with their symptoms.
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Pratton, Jerry. A study of the effects of active participation in instruction upon learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.775.

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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7178.

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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists.
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BOWLES NA. FIELD TEST INSTRUCTION 100-NR-2 OPERABLE UNIT DESIGN OPTIMIZATION STUDY FOR SEQUESTRATION OF SR-90 SATURATED ZONE APATITE PERMEABLE REACTIVE BARRIER EXTENSION. Office of Scientific and Technical Information (OSTI), October 2010. http://dx.doi.org/10.2172/1000062.

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Angrist, Noam, and Rachael Meager. The role of implementation in generalisability: A synthesis of evidence on targeted educational instruction and a new randomised trial. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/cswp4.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet the reported impacts of this approach vary, from 0.07 to 0.78 standard deviations (SDs) across contexts. We study this variation and the contextual factors associated with it by combining an evidence aggregation covering 10 study arms with a new randomised trial. The results show that two factors explain most of the heterogeneity in reported effects: the degree of implementation (intention-to-treat or treatment-on-the-treated effects) and the instruction delivery model (teachers or volunteers). Accounting for these implementation factors enables substantial generalisation of effect sizes across contexts. We introduce a new Bayesian model which incorporates implementation information into the evidence aggregation process. The results show that targeted instruction can deliver 0.39 SD improvements in learning on average when taken up, and 0.80 SD gains when implemented with high fidelity, explaining the upper range of effects in the literature. Given the central role of implementation identified in our synthesis, we conduct a new randomised trial to increase programme fidelity in Botswana. The results show additional 0.22 SD gains relative to standard implementation, revealing concrete mechanisms to enhance implementation and achieve the largest frontier effects identified in the literature.
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Angrist, Noam, and Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, November 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisability, with similar effect sizes across studies. Thus, reporting treatment-on-the-treated effects, a practice which remains limited, can enhance external validity. We also introduce a new Bayesian framework to formally incorporate implementation metrics into evidence aggregation. Results show targeted instruction delivers average learning gains of 0.42 SD when taken up and 0.85 SD when implemented with high fidelity. To investigate how implementation can be improved in future settings, we run a new randomised trial of a targeted instruction program in Botswana. Results demonstrate that implementation can be improved in the context of a scaling program with large causal effects on learning. While research on implementation has been limited to date, our findings and framework reveal its importance for impact evaluation and generalisability.
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