Dissertations / Theses on the topic 'Singing methods'

The problem addressed by this study was the search for ways to relate knowledge of wind instrument playing methods to the study of voice. The purpose of the study was to examine historical and contemporary brass and woodwind teaching sources to determine whether allusions to the vocal art were documented by reputable wind teachers.The ninety-one available sources were written between 1545 and 1981, and included books, treatises, periodicals, and other studies written by scholars, musicians, and teachers from Europe, Asia, and North America. Allusions to the vocal art appeared in eighty percent of the sources studied and occurred with nearly equal frequency in brass and woodwind sources.The study revealed both direct and indirect allusions made in reference to such matters as the relationship of wind instruments to voice, breathing and breath control, tone production, facility, and musicianship.ConclusionsBased on the finding that numerous allusions to the vocal art have been documented in wind instrument pedagogical sources, the following conclusions are drawn:1. A very close relationship exists between the wind instruments and voice.2. A common body of pedagogical theories may be found in vocal and wind instrument teaching methods.3. These theories have been used by wind pedagogues to teach wind instruments.4. A preparatory background in the study of voice and singing methods provides a desirable foundation for the study of wind instrument playing.5. Many authors, it would appear, assume that the wind instrument student already possesses a functional knowledge of the art of singing.

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

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.

Within the world of music education, adolescent singing participation is fiercely debated and widely acknowledged as a problematic area. Writers have shown considerable interest in exploring this field, but much of the resulting scholarly activity has been narrow in its scope or has resulted in unclear findings. Despite the lack of unambiguous information about adolescents' engagement in singing activities, both at and beyond school, the last decade has seen a significant increase in the publication of government initiatives and policies aimed at effecting change in this very area. This tendency was evident throughout the New Labour administration and has continued under the current Tory-Liberal alliance. This research contributes to the existing literature using both quantitative and qualitative methods. The first part uses a large-scale social survey to establish a reliable evidence base for the rates of participation in singing activities amongst a sample of male and female adolescents (n = 1,770). In the second part, qualitative group interviews with a much smaller sample (n = 50) are employed to interrogate the factors underlying the patterns of participation that emerge from the results of the social survey. I conclude that, across a range of contexts, overall rates of participation in singing activities are low, thus confirming the anecdotal suspicions of many practitioners and writers but challenging the predominant discourse amongst both policy makers and the media, which has implied far greater rates of participation than I was able to observe. These low levels of engagement lead me to the conclusion that pupils are being unfairly denied access to the singing activities that are mandated in the current National Curriculum document. Statistically significant differences between boys' and girls' experiences of singing are found at every stage of the quantitative analysis, and gendered discourses are highly prevalent amongst the themes coming forward from the qualitative group interviews. I suggest that music educators are insufficiently mindful of the need to present equal opportunities where singing is concerned, and that, at present, they inadequately challenge beliefs and practices which emphasise the 'femaleness' of singing, to the detriment of boys' involvement. I recommend a number of ways in which practice could be changed in order to facilitate greater involvement in singing amongst both boys and girls. Foremost amongst these is the need to address adolescents' feeling that they are inadequately prepared - technically and socially - for singing. I also suggest that music educators should be more active in addressing unhelpful myths around singing participation such as those concerning the different abilities of girls and boys.

As students progress through adolescent development, researchers have observed a lack of male participation in choral music activities. This male to female imbalance is often attributed to a perception that singing is a feminine activity and results in a lack of balance in choral music ensembles. The purpose of this mixed methods study was to explore adolescent gender identity as it relates to singing interest and choral music participation. An explanatory sequential mixed methods design was used, in which quantitative data were collected and analyzed followed by in-depth qualitative interviews. A group of 9^th grade students (n=174) completed the Children’s Sex Role Inventory and the Singing Interest Inventory to gauge their self-perceived levels of masculinity and femininity along with their level of singing interest. Information from the quantitative portion of this study indicated that girls had both a higher interest in singing and a higher rate of participation in choral music ensembles than their male peers. A significant contribution of this study was that although singing is often perceived as feminine, no significant differences were found between categorized gender groups and singing interest.

Qualitative interviews were conducted with two groups of male students who were not enrolled in choir: low singing interest scores (n=4) and high singing interest scores (n=4). Transcribed and coded interviews resulted in the following themes: low singing interest, Guys are physical, Girls are feminine, Shared perceptions, Guys don’t sing, and Calling them names; high singing interest, Men want muscles, Girls are expressive, Shared perceptions, Choir is for girls, Get made fun of, and No labels. The shared theme Shared perceptions suggests that participant perceptions are the same as their parents and friends. The theme No labels was unique to the high singing interest group. Participants in that group demonstrated a higher level of acceptance for atypical gender behavior.

Istraživanja su predstavljena u pet poglavlja. U prvom poglavlju Muzičko obrazovanje u niškoj regiji pod Otomanskom vlašću, prikazano je školstvo u okviru Otomanske carevine, dolazak prvog srpskog učitelja Spiridona Jovanovića u Niš (1927), osnivanje srpske škole i razvoj muzičkog obrazovanja u njoj. Drugo poglavlje Muzičko obrazovanje u Kneževini i Kraljevini Srbiji (1878-1914), donosi razvoj muzičkog obrazovanja i opismenjavanja u osnovnim školama, gimnazijama i učiteljskim školama, i doprinos školskih ansambala  muzičkom životu grada Niša. U trećem poglavlju Muzičko obrazovanje za vreme bugarske opkupacije (1914-1918), govori se o ukidanju srpskih škola, formiranju bugarske osnovne škole i gimnazije i izvođenju muzičke nastave u njima. Čevrto poglavlje Kulturni uspon u Kraljevini Jugoslaviji (1918-1940), sadrži planove i programe za osnovne škole, gimnazije i učiteljske škole, govori o muzičkom obrazovanju učitelja, sadržaju i značaju muzičkih predmeta, formiranju horova i orkestara i izvođenju javnih koncerata. U petom poglavlju Nastavne metode i metodičari (1870-1940), prikazani su elementi nastavnog rada: obrada pesme po sluhu, notalno pevanje, primena intervalske i asocijativne metode. Govori se o prvim metodičarima nastave pevanja, Vladimiru R. Đorđeviću – poborniku notnog pevanja, prvim muzičkim udžbenicima i njihovim autorima.
The research work is presented in five chapters. The first chapter, Music education in lower region under the control of the Ottomans, is about the educational system as a part of the Ottoman Empire, the arrival of the first Serbian teacher Spiridon Jovanovic at Nish (1927), the founding of the Serbian school and development of musical education. The second chapter, Musical education in Principality and Kingdom of Serbia (1878-1914), is about the development of musical education and teaching in elementary schools, grammar schools and teachers’ academies and the contribution of the school ensembles to music life of the town of Nish. The third chapter, Musical education during the Bulgarian occupation (1914-1918), talks about the abolishing of Serbian schools, founding of Bulgarian elementary schools and grammar schools, as well as  the teaching music in them. The fourth chapter, The cultural rise in The Kingdom of Yugoslavia (1918-1940), contains the curriculums of the elementary schools, grammar schools and teachers’ academies, facts about the musical education of the teachers, subject matter and the significance of the music subjects, forming of the choirs and orchestras and public performances. In the fifth chapter, Teaching methods and methodologists (1870-1940), some elements of the teaching process are shown: musical arrangement of a song by hearing ( perception by sound), singing from notes, the application of the interval and associational method. It is about the first methodologists of teaching singing, about Vladimir R. Djordjevic-a supporter of singing from notes, about the first textbooks and their authors.
The research work is presented in five chapters.The first chapter, Music education in lowerregion under the control of the Ottomans, isabout the educational system as a part of theOttoman Empire, the arrival of the first Serbianteacher Spiridon Jovanovic at Nish (1927), thefounding of the Serbian school and developmentof musical education. The second chapter,Musical education in Principality and Kingdomof Serbia (1878-1914), is about the developmentof musical education and teaching in elementaryschools, grammar schools and teachersacademies and the contribution of the schoolensembles to music life of the town of Nish.The third chapter, Musical education during theBulgarian occupation (1914-1918), talks aboutthe abolishing of Serbian schools, founding ofBulgarian elementary schools and grammarschools, as well as the teaching music in them.The fourth chapter, The cultural rise in TheKingdom of Yugoslavia (1918-1940), containsthe curriculums of the elementary schools,grammar schools and teachers academies, factsabout the musical education of the teachers,subject matter and the significance of the musicsubjects, forming of the choirs and orchestrasand public performances. In the fifth chapter, Teaching methods and methodologists (1870-1940), some elements of the teaching processare shown: musical arrangement of a song byhearing ( perception by sound), singing fromnotes, the application of the interval andassociational method. It is about the firstmethodologists of teaching singing, aboutVladimir R. Djordjevic-a supporter of singingfrom notes, about the first textbooks and theirauthors.

Thesis (D.M.A.)--Boston University
The purpose of this investigation was to establish an understanding of the role that a cappella ensemble singing plays in the musical development of undergraduate ensemble singers based on the perspective of students, music teachers of three to five years experience, and faculty directors from four-year colleges and universities geographically located within the American Choral Directors Association (ACDA) Eastern Division, including the six New England states plus Delaware, Maryland, New Jersey, New York, and Pennsylvania. Research questions asked: In what ways is a cappella ensemble singing perceived to contribute to the musical development of college student musicians? Are there measureable differences in the perceived benefits of traditional and contemporary genres of a cappella ensemble singing between undergraduate students and faculty directors? Findings suggested that benefit exists in both traditional and contemporary a cappella ensemble singing. Descriptive research was employed in an exploratory, mixed-methods design as described by Creswell and Plano (2007). Phase one consisted of 18 face-to-face, open-ended, semi-structured interviews, five observations, and three student focus-groups. Broad themes emerged, including ensemble experience, genre, hearing and precision, personal attributes, promotion and support, vocal technique, reflecting increased proficiency in intonation, sight singing, tonal memory, rhythmic precision, musical expressivity, vocal range and flexibility, and increased confidence and sense of responsibility. A Web-based survey, consisting of questions informed by the qualitative research, comprised the second phase, comparing the perceptions of students (n = 59) and faculty directors (n = 11) on the benefits of both traditional and contemporary a cappella ensemble singing. Mann-Whitney U and Wilcoxon Signed Ranks Tests were employed to test ordinal data for statistical differences between and within groups relative to traditional and contemporary a cappella ensemble singing. Statistical differences (p < .05) were found between the responses of students and faculty directors in musical expressivity, vocal range and flexibility (contemporary), and in attitudes regarding the importance of contemporary a cappella ensemble singing for music education students. Statistical differences emerged among student responses regarding intonation, sight singing, musical expressivity, rhythmic precision, independence, level of challenge, commitment, and among faculty directors regarding the importance of the contemporary genre for music education majors.

Denna studie syftar till att belysa undervisningsmoment utöver musikalisk och sångteknisk träning som i yrkesförberedande sångundervisning förbereder sångeleven för yrkeslivet som professionell sångare. Detta för att främja arbetstrivseln hos professionella sångare. Studien har sin teoretiska utgångspunkt i hermeneutiken och socialpsykologin och har utförts med kvalitativ intervju som metod. Fyra professionella sångare har använts som informanter. I bakgrundsavsnittet presenteras litteratur och tidigare studier kring musikerns yrkessituation, arbetstrivsel, yrkesförberedande sångutbildningar, pedagogens möjlighet till påverkan på musikstudenten och för musikern vanliga yrkesrelaterade hälsonedsättningar. Studiens resultat stödjer tidigare forskning då flera teman är överensstämmande. Denna studies resultat är dock specificerat till sångarens livsvärld till skillnad mot den tidigare forskningen som mer generellt beskriver musikerns yrkessituation. Resultatet belyser också förslag på undervisningsmoment lämpade i yrkesförberedande sångutbildning på ett sätt som inte har visats i tidigare forskning. Exempel på enligt studien yrkesförberedande uppdrag lämpliga för sångpedagogen är att skapa trygga elever i en trygg undervisningsmiljö, att skapa självgående elever och att ge eleven insyn och praktik i sångaryrket.
This study aims to highlight educational elements, as well as the musical and technical training, which, as part of a professional vocal study program, prepares the student for a professional career as a vocalist. This in turn, should help ensure a degree of satisfaction for professional vocalists. The study has its theoretical basis in hermeneutics and social psychology, and has been performed with the qualitative interview method. Four professional vocalists have served as informants. The background section presents both facts and previous studies of the voice used as an instrument, the employment situation of the professional musician, job satisfaction, vocational vocal training, the instructor’s ability to influence the music student, and also the health risks associated with professional musicians. The study’s findings support previous research as several themes are consistent. The results, as opposed to previous research that more broadly describes the musician’s professional situation, is here specifically related to the daily life of a musician. The study also highlights specific suggestions for educational elements applied to professional vocal training in a way that has not been shown in previous research. Examples of vocational objectives, which, according to the study may be suitable for the vocal instructor, are creating confidence in the student in a safe learning environment, creating self-sustaining students, and providing the student with insight and professional experience in the profession.

1. Vorbemerkungen 2. Was ist das Besondere am Singen? 3. Wo liegen Probleme und Herausforderungen in der Lied- und Singearbeit? 4. Wie kann eine gute Liedarbeit gestaltet werden? 5. Gibt es heute noch unterschiedliche Lied- und Singekulturen im Osten und im Westen Deutschlands? 6. Literatur

1. Dr. Georg Girardet, Mitglied des Landeskuratoriums Brandenburg der Ostdeutschen Sparkassenstiftung 2. Prof. Dr. Birgit Jank, Leiterin des Lehrstuhls für Musikpädagogik und Musikdidaktik der Universität Potsdam 3. Dr. Axel Brunner, Verantwortlicher für Lehrerausbildung im Landesvorstand des Verbandes Deutscher Schulmusiker Brandenburg

1. Merkmale und Arbeitsfelder des Singens 2. Entwicklungsfelder der Projektteilnehmer 3. Schülerbewertungen gewähren erste Erkenntnisse zur Qualität der schulischen Singarbeit 4. Literatur 5. Internetquellen

The objectives of this research were to (1) characterize the demographics and vocal health history of collegiate-level singers, particularly those with a voice disorder and (2) describe and compare self-reported symptoms of singers across diagnostic categories of vocal fold disorders. Clinical reports of 56 collegiate-level singers (15 male and 41 female) who visited the Voice Diagnostic Clinic at the University of North Texas for voice evaluations between 2010 and 2015 were reviewed. Information was extracted from clinical records including demographic data, vocal health history, self-reported voice-related symptoms, and voice diagnosis confirmed by strobolaryngoscopic examinations and phonatory function testing. Diagnoses of voice disorders were grouped under three categories: normal (i.e., no perceptible pathology), benign lesions and irritation/inflammation. Seven singers were diagnosed as normal, 27 (51.8%) with benign lesions, and 22 (39.3%) with irritation/inflammation. All singers diagnosed as normal were females. Female singers have twice as many benign lesions as irritation/inflammation whereas males presented the opposite pattern. Nodules, polyps, cysts and irritation/inflammation were the most common voice disorders. Singers with allergies and a past history of voice problems demonstrated a higher incidence of voice disorders. The top five self-reported vocal symptoms were worse voice in the morning (50%), pain in throat (46.4%), voice worse with prolonged use (44.6%), vocal fatigue (42.9%), and breathiness (41.1%). Self-reported symptoms are not a reliable screening tool to determine presence or absence of vocal pathology. Voice teachers must be familiar with the singing and speaking voice of each student, so as to perceive early onset of vocal attrition symptoms and encourage the student in seeking medical attention.

This thesis explored the design and implementation of a holistic practice tool for singers, utilising the principles and practices of Hatha yoga and an experiential person-centered education model within a mixed-methods action research design. Singers participating in the program reported a range of positive, wellbeing related outcomes and the results of the study revealed three principle considerations for conducting holistic, person-centred education in the performing arts: process before product, integrated experiential learning and reflection in action. These three considerations can be used to design future educational programs addressing the health and wellbeing of singers and other performing artists.

Voice and speech training for the actor has traditionally defined itself as distinct from the vocal training of the musical theatre or opera singer. The separation in philosophy and practice by trainers of actors and singers reflects the resultant capabilities and proclivities of our performers. Those performers generally sing or act, and if asked, will sometimes do both, but may damage their voices in the process. This study aims to explore and reveal how actors may develop a greater sense of courage and trust, have easy access to breath, find freedom in their bodies and voices, become better listeners and therefore more engaging actors, uncover untold depths of characterization, unearth resonance that communicates easily, and discover the music of rhythm and melody in their spoken voices, all through the use of ensemble singing in the actor's voice and speech classroom.

The purpose of this study was to determine which of the two methods is more appropriate to teach pitch discrimination to Grade 6 choral students to improve sight-singing note accuracy. This study consisted of three phases: pre-testing, instruction and post-testing. During the four week study, the experimental group received training using the Kodaly method while the control group received training using the traditional method. The pre and post tests were evaluated by three trained musicians. The analysis of the data utilized an independent t-test and a paired t-test with the methods of teaching (experimental and control) as a factor. Quantitative results suggest that the experimental subjects, those receiving Kodaly instruction at post-treatment showed a significant improvement in the pitch accuracy than the control group. The specific change resulted in the Kodaly method to be more effective in producing accurate pitch in sight-singing.

Research clarifying whether silent warm-up is possible and what constitutes a warmed-up voice is lacking. The acoustic correlates of a warmed-up voice are not clear, and perceptual correlates have centred on singers’ rather than both singers’ and listeners’ perceptions. This thesis therefore investigates acoustic and perceptual changes following vocal warm-up and breathing imagery, and whether breathing imagery may serve as a silent warm-up for singers. The literature review covers the acoustic and perceptual factors critical to optimal tone quality in singing, and the challenges of vocal assessment. It presents an historical survey of imagery and discusses the role of imagery in singing. It also investigates the relationship between optimal performance and vocal warm-up. As both imagery and warm-up for the voice are lacking thorough investigation, the review is supplemented with findings from sports psychology and sports medicine. In study 1, singers were recorded before and after three non-vocal 25 minute tasks. One task involved imagery of the breath directed upwards and downwards as far from the larynx as possible. Such imagery has played an important role in voice teaching since at least the 16th century. Another 25 minute task used Braille script as employed in the reading of music by the visually impaired. This provided the opportunity for the singer to engage in tactile, kinaesthetic and visual imagery related to music yet unrelated to breath function. A third task was a non-imagery breath-related activity that required the completion of a cloze passage about breath function for singers. In study 2, singers were recorded before and after a 25 minute vocal warm-up. The singers’ vocal signals were acoustically analysed for pre- to post-test changes in vibrato rate, vibrato extent and sound pressure level. Singer-subjects self-assessed their performances, and listener-judges perceptually rated the vocal samples presented in a fully randomised block design. Acoustic results for both breathing imagery and vocal warm-up produced three notable changes in vibrato rate: (i) more regularity in the cyclic undulations comprising the vibrato rate of a note, (ii) more stability in mean vibrato rates from one sustained note to the next, and (iii) a moderating of excessively fast and excessively slow mean vibrato rates for solos. The alternate imagery task based on Braille music code produced slower, less regular vibrato rates. This may have been due to the singers becoming too relaxed, as links are sometimes noted between imagery and relaxation. The non-imagery cloze passage task produced no significant change in vibrato from pre-test to post-test. Singers indicated that they sang better and felt warmed up after both the breathing imagery and vocal warm-up. The majority of listener-judges, however, concurred only in cases where the singer’s pre-test vibrato rate was either the fastest for the group, the slowest for the group or the most unstable for the group. Unlike vibrato rate, vibrato extent showed no consistent patterns of change acoustically as a result of any intervention. This thesis attempts to broaden our understanding of the relationships between imagery, warm-up and vibrato change. The findings support the use of vibrato analysis in the investigation of pedagogical practices. Furthermore, they indicate that change in the quality of vibrato, which impacts on tone quality, is central to both vocal warm-up and the long-standing use of directional imagery by singers. The findings of these studies may have direct bearing on teaching practice, physical and mental preparation, and the quality of vocal performance.

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.

Choral singers have a natural tendency to tune to each other in just intonation. However, choirs are notorious for their pitch drift and poor intonation, particularly in a cappella choral repertoire. It is common practice for choral directors to use a piano in rehearsal to provide the singers with starting pitches, to aid in repertoire learning and to assist with tuning chords. However, this dependency on the equal-tempered piano, hinders ensemble listening and chorister self-reliance and can lead to out of tune singing in a cappella repertoire. The aim of this study is to develop, implement and evaluate a pedagogical method to facilitate just intonation in choral singing. Choristers trialled a series of warm-up exercises using pure intervals and learned a cappella repertoire using annotated scores designed for this study. To refine tuning, a just intonation keyboard was used to provide a pitch model. Throughout the rehearsal process choristers completed questionnaires and a sub-set of choristers participated in interviews. Choristers reported an increase in understanding and confidence in tuning in just intonation and were cognisant of an improvement to the sound of the choir in blend and intonation. Removing the piano encouraged the choristers to become more musically independent and enabled them to sing the a cappella repertoire in just intonation successfully. Choirs can aspire to singing in just intonation and respond well to innovations in choral pedagogy. This training program enhanced singers’ natural tendency to tune in just intonation and increased choristers’ musical and aural skills. Choral directors should be confident in choirs’ ability to adapt to just intonation and employ targeted warm-up exercises, annotated scores and where possible, a just intonation keyboard, to promote independence from the piano.

This research of distance learning in singing study provides some historical framework of long-distance singing study, including research on three former distance singing courses, which exemplify the "best practices" of their time: Siegel-Myers Correspondence School of Music, the Perfect Voice Institute, and the Hermann Klein Phono-Vocal Method: Based Upon the Famous School of Manuel Garcia. I also discuss current trends in long-distance singing study, including interviews and insights from current long-distance singing teachers using cutting edge technology in their virtual studios. Lastly, I make predictions and projections, based on analyses of past "best practices," where this information may have impact upon future methods of distance singing lessons, including conceivable distance singing course components of online degree programs offered at universities.

O presente trabalho considera o conceito percepção vocal, incluindo suas funções e recursos, como uma capacidade de ouvir, conscientizar e fazer, através dos seguintes tipos de recepção sensorial: controle auditivo, sensação muscular, sensibilidade vibracional e visão. Este trabalho tem por objetivos a divulgação do referido conceito e a apresentação de métodos para o seu desenvolvimento para o cantor e regente coral, nas áreas disciplinares de canto, percepção e regência coral. A discussão é alicerçada na pesquisa da literatura russa e ucraniana sobre o assunto e tem o foco central baseado no trabalho de Vladimir Morozov. Ainda em comparação com as literaturas estadunidense e brasileira, busca refletir sobre os conteúdos relativos às áreas supracitadas e explora os meios de aprimoramento dessa habilidade na prática, com foco específico no ensino da regência coral e canto coral. Propõe assim um método de ensino que oferece uma série de exercícios de desenvolvimento da percepção vocal, que abrangem o trabalho do aluno, tanto dentro da sala de aula, quanto na sua prática com o coro, podendo tais exercícios ser aproveitados no trabalho individual. Para o trabalho de pesquisa e formulação da proposta de ensino, a metodologia escolhida foi de busca, comparação, reflexão e análise da literatura, paralelamente ao desenvolvimento de exercícios específicos.
The concept of vocal perception (including its functions and resources) is, in this dissertation, considered to be the ability of hearing, understanding and performing through the following kinds of sensorial reception: auditory control, muscular and vibrational sensitivity, as well as vision. The aims of this work are: A) divulgating the formerly mentioned concept; B) introducing methods that allow both singers and choral conductors to improve their acting. The discussion is based on the Russian and Ukrainian literature on this matter and focuses mainly on the work of Vladimir Morozov. In comparing these to the Brazilian and American literature, the dissertation also ponders over the contents that relate to the areas mentioned above, and explores the possible ways of improving this ability in practical situations, with an specific focus on choral conducting and choral singing, thus proposing a method of teaching that offers a series of exercises that will encourage the development of a vocal perception for the student, which can be applied in conducting classes, individual studying and general choral practice. When researching and creating the teaching method, the methodology of choice was to search, compare, ponder and analyze literature, while developing specific exercises.

Syftet med föreliggande arbete var att utforska tre sångares upplevelser av röstmetoden The Voice Work. Forskningsfrågan lyder: Hur uppfattar de intervjuade sångarna röstmetoden The Voice Work? Studien genomfördes genom kvalitativa intervjuer under hösten 2019 i en hermeneutisk analys, och diskuteras mot en bakgrund av samtida erfarenhetsbaserade röstmetoder samt röstforskning inom populärmusikaliska genrer. Resultatet presenteras i tre kapitel: Strävan efter autenticitet, Kropp och psyke – en helhet samt Utveckling. De intervjuade sångarna erfar The Voice Work som en metod med syfte att nå autenticitet i röstbruket. The Voice Work tillhandager ett accepterande förhållningssätt till den egna rösten enligt de intervjuade sångarna. Resultatet visar också att The Voice Work ger en upplevelse av rösten och psyket som en helhet, att röstklangen och intonationen styrs till mindre grad, de upplever sig inte förställa rösten. De intervjuade sångarna berättar även om upplevelser av friare röst, inre närvaro, självinsikter och hur arbetet påverkat dem känslomässigt. Igenom den andningsuppvärmning och det ljudande som sker i The Voice Work tränar de intervjuade sångarna att försöka förhålla sig icke-dömande till sig själv och sin kropp, de upplever en avspänning i röst och andning samt att de sjunger mer skonsamt vilket de använder i sin övning. Den intervjuade sångaren Lisa använder metoden även vid framträdanden för att minska resultatfokus. De intervjuade sångarna menar också att andningsuppvärmningen fått dem att hitta ett mentalt fokus, något som de menar de saknat verktyg för inom andra röstmetoder.
The purpose of this study was to explore the experiences of three singers within the voice method The Voice Work. The study was conducted through qualitative interviews in the fall of 2019 through hermeneutic analysis and is discussed against a background of contemporary experience-based voice methods as well as voice research in popular musical genres. The result is presented in three chapters: The quest for authenticity, Body and psyche - a whole and Development. The interviewed singers perceive The Voice Work as a method with the aim of achieving authenticity in using the voice. The interviewed singers experience an accepting attitude to their voice. The Voice Work gives the interviewed singers an experience of the voice and the psychic being as a whole. The sound of voice and intonation is controlled to a lesser extent, helping them not dissembling the voice. The interviewed singers talk about experiences of a freer voice, inner presence, self-insights and how the work affected them emotionally. Through the breathing exercise and sounding that occurs in The Voice Work, the interviewed singers train to try to relate non-judgmentally to themselves and their body, they experience a relaxation in voice and breathing and that they sing more gently which they use in their vocal training. Interviewed singer Lisa uses the method in performances to reduce the focus on results. The interviewed singers also believe that the breathing exercise caused them to find a mental focus, which they lacked tools for in other voice methods.

La parla és una de les formes de comunicació més naturals i directes entre éssers humans, ja que codifica un missatge i també claus paralingüístiques sobre l’estat emocional del locutor, el to o la seva intenció, esdevenint així fonamental en la consecució d’una interacció humà-màquina (HCI) més natural. En aquest context, la generació de parla expressiva pel canal de sortida d’HCI és un element clau en el desenvolupament de tecnologies assistencials o assistents personals entre altres aplicacions. La parla sintètica pot ser generada a partir de parla enregistrada utilitzant mètodes basats en corpus com la selecció d’unitats (US), que poden aconseguir resultats d’alta qualitat però d’expressivitat restringida a la pròpia del corpus. A fi de millorar la qualitat de la sortida de la síntesi, la tendència actual és construir bases de dades de veu cada cop més grans, seguint especialment l’aproximació de síntesi anomenada End-to-End basada en tècniques d’aprenentatge profund. Tanmateix, enregistrar corpus ad-hoc per cada estil expressiu desitjat pot ser extremadament costós o fins i tot inviable si el locutor no és capaç de realitzar adequadament els estils requerits per a una aplicació donada (ex: cant en el domini de la narració de contes). Alternativament, nous mètodes basats en la física de la producció de veu s’han desenvolupat a la darrera dècada gràcies a l’increment en la potència computacional. Per exemple, vocals o diftongs poden ser obtinguts utilitzant el mètode d’elements finits (FEM) per simular la propagació d’ones acústiques a través d’una geometria 3D realista del tracte vocal obtinguda a partir de ressonàncies magnètiques (MRI). Tanmateix, atès que els principals esforços en aquests mètodes de producció numèrica de veu s’han focalitzat en la millora del modelat del procés de generació de veu, fins ara s’ha prestat poca atenció a la seva expressivitat. A més, la col·lecció de dades per aquestes simulacions és molt costosa, a més de requerir un llarg postprocessament manual com el necessari per extreure geometries 3D del tracte vocal a partir de MRI. L’objectiu de la tesi és afegir expressivitat en un sistema que genera veu neutra, sense haver d’adquirir dades expressives del locutor original. Per un costat, s’afegeixen capacitats expressives a un sistema de conversió de text a parla basat en selecció d’unitats (US-TTS) dotat d’un corpus de veu neutra, per adreçar necessitats específiques i concretes en l’àmbit de la narració de contes, com són la veu cantada o situacions de suspens. A tal efecte, la veu és parametritzada utilitzant un model harmònic i transformada a l’estil expressiu desitjat d’acord amb un sistema expert. Es presenta una primera aproximació, centrada en la síntesi de suspens creixent per a la narració de contes, i es demostra la seva viabilitat pel que fa a naturalitat i qualitat de narració de contes. També s’afegeixen capacitats de cant al sistema US-TTS mitjançant la integració de mòduls de transformació de parla a veu cantada en el pipeline del TTS, i la incorporació d’un mòdul de generació de prosòdia expressiva que permet al mòdul de US seleccionar unitats més properes a la prosòdia cantada obtinguda a partir de la partitura d’entrada. Això resulta en un framework de síntesi de conversió de text a parla i veu cantada basat en selecció d’unitats (US-TTS&S) que pot generar veu parlada i cantada a partir d'un petit corpus de veu neutra (~2.6h). D’acord amb els resultats objectius, l’estratègia de US guiada per la partitura permet reduir els factors de modificació de pitch requerits per produir veu cantada a partir de les unitats de veu parlada seleccionades, però en canvi té una efectivitat limitada amb els factors de modificació de les durades degut a la curta durada de les vocals parlades neutres. Els resultats dels tests perceptius mostren que tot i òbviament obtenir una naturalitat inferior a la oferta per un sintetitzador professional de veu cantada, el framework pot adreçar necessitats puntuals de veu cantada per a la síntesis de narració de contes amb una qualitat raonable. La incorporació d’expressivitat s’investiga també en la simulació numèrica 3D de vocals basada en FEM mitjançant modificacions de les senyals d’excitació glotal utilitzant una aproximació font-filtre de producció de veu. Aquestes senyals es generen utilitzant un model Liljencrants-Fant (LF) controlat amb el paràmetre de forma del pols Rd, que permet explorar el continu de fonació lax-tens a més del rang de freqüències fonamentals, F0, de la veu parlada. S’analitza la contribució de la font glotal als modes d’alt ordre en la síntesis FEM de les vocals cardinals [a], [i] i [u] mitjançant la comparació dels valors d’energia d’alta freqüència (HFE) obtinguts amb geometries realistes i simplificades del tracte vocal. Les simulacions indiquen que els modes d’alt ordre es preveuen perceptivament rellevants d’acord amb valors de referència de la literatura, particularment per a fonacions tenses i/o F0s altes. En canvi, per a vocals amb una fonació laxa i/o F0s baixes els nivells d’HFE poden resultar inaudibles, especialment si no hi ha soroll d’aspiració en la font glotal. Després d’aquest estudi preliminar, s’han analitzat les característiques d’excitació de vocals alegres i agressives d’un corpus paral·lel de veu en castellà amb l’objectiu d’incorporar aquests estils expressius de veu tensa en la simulació numèrica de veu. Per a tal efecte, s’ha usat el vocoder GlottDNN per analitzar variacions d’F0 i pendent espectral relacionades amb l’excitació glotal en vocals [a]. Aquestes variacions es mapegen mitjançant la comparació amb vocals sintètiques en valors d’F0 i Rd per simular vocals que s’assemblin als estils alegre i agressiu. Els resultats mostren que és necessari incrementar l’F0 i disminuir l’Rd respecte la veu neutra, amb variacions majors per a alegre que per agressiu, especialment per a vocals accentuades. Els resultats aconseguits en les investigacions realitzades validen la possibilitat d’afegir expressivitat a la síntesi basada en corpus US-TTS i a la simulació numèrica de veu basada en FEM. Tanmateix, encara hi ha marge de millora. Per exemple, l’estratègia aplicada a la producció numèrica de veu es podria millorar estudiant i desenvolupant mètodes de filtratge invers així com incorporant modificacions del tracte vocal, mentre que el framework US-TTS&S es podria beneficiar dels avenços en tècniques de transformació de veu incloent transformacions de la qualitat de veu, aprofitant l’experiència adquirida en la simulació numèrica de vocals expressives.
El habla es una de las formas de comunicación más naturales y directas entre seres humanos, ya que codifica un mensaje y también claves paralingüísticas sobre el estado emocional del locutor, el tono o su intención, convirtiéndose así en fundamental en la consecución de una interacción humano-máquina (HCI) más natural. En este contexto, la generación de habla expresiva para el canal de salida de HCI es un elemento clave en el desarrollo de tecnologías asistenciales o asistentes personales entre otras aplicaciones. El habla sintética puede ser generada a partir de habla gravada utilizando métodos basados en corpus como la selección de unidades (US), que pueden conseguir resultados de alta calidad, pero de expresividad restringida a la propia del corpus. A fin de mejorar la calidad de la salida de la síntesis, la tendencia actual es construir bases de datos de voz cada vez más grandes, siguiendo especialmente la aproximación de síntesis llamada End-to-End basada en técnicas de aprendizaje profundo. Sin embargo, gravar corpus ad-hoc para cada estilo expresivo deseado puede ser extremadamente costoso o incluso inviable si el locutor no es capaz de realizar adecuadamente los estilos requeridos para una aplicación dada (ej: canto en el dominio de la narración de cuentos). Alternativamente, nuevos métodos basados en la física de la producción de voz se han desarrollado en la última década gracias al incremento en la potencia computacional. Por ejemplo, vocales o diptongos pueden ser obtenidos utilizando el método de elementos finitos (FEM) para simular la propagación de ondas acústicas a través de una geometría 3D realista del tracto vocal obtenida a partir de resonancias magnéticas (MRI). Sin embargo, dado que los principales esfuerzos en estos métodos de producción numérica de voz se han focalizado en la mejora del modelado del proceso de generación de voz, hasta ahora se ha prestado poca atención a su expresividad. Además, la colección de datos para estas simulaciones es muy costosa, además de requerir un largo postproceso manual como el necesario para extraer geometrías 3D del tracto vocal a partir de MRI. El objetivo de la tesis es añadir expresividad en un sistema que genera voz neutra, sin tener que adquirir datos expresivos del locutor original. Per un lado, se añaden capacidades expresivas a un sistema de conversión de texto a habla basado en selección de unidades (US-TTS) dotado de un corpus de voz neutra, para abordar necesidades específicas y concretas en el ámbito de la narración de cuentos, como son la voz cantada o situaciones de suspense. Para ello, la voz se parametriza utilizando un modelo harmónico y se transforma al estilo expresivo deseado de acuerdo con un sistema experto. Se presenta una primera aproximación, centrada en la síntesis de suspense creciente para la narración de cuentos, y se demuestra su viabilidad en cuanto a naturalidad y calidad de narración de cuentos. También se añaden capacidades de canto al sistema US-TTS mediante la integración de módulos de transformación de habla a voz cantada en el pipeline del TTS, y la incorporación de un módulo de generación de prosodia expresiva que permite al módulo de US seleccionar unidades más cercanas a la prosodia cantada obtenida a partir de la partitura de entrada. Esto resulta en un framework de síntesis de conversión de texto a habla y voz cantada basado en selección de unidades (US-TTS&S) que puede generar voz hablada y cantada a partir del mismo pequeño corpus de voz neutra (~2.6h). De acuerdo con los resultados objetivos, la estrategia de US guiada por la partitura permite reducir los factores de modificación de pitch requeridos para producir voz cantada a partir de las unidades de voz hablada seleccionadas, pero en cambio tiene una efectividad limitada con los factores de modificación de duraciones debido a la corta duración de las vocales habladas neutras. Los resultados de las pruebas perceptivas muestran que, a pesar de obtener una naturalidad obviamente inferior a la ofrecida por un sintetizador profesional de voz cantada, el framework puede abordar necesidades puntuales de voz cantada para la síntesis de narración de cuentos con una calidad razonable. La incorporación de expresividad se investiga también en la simulación numérica 3D de vocales basada en FEM mediante modificaciones en las señales de excitación glotal utilizando una aproximación fuente-filtro de producción de voz. Estas señales se generan utilizando un modelo Liljencrants-Fant (LF) controlado con el parámetro de forma del pulso Rd, que permite explorar el continuo de fonación laxo-tenso además del rango de frecuencias fundamentales, F0, de la voz hablada. Se analiza la contribución de la fuente glotal a los modos de alto orden en la síntesis FEM de las vocales cardinales [a], [i] y [u] mediante la comparación de los valores de energía de alta frecuencia (HFE) obtenidos con geometrías realistas y simplificadas del tracto vocal. Las simulaciones indican que los modos de alto orden se prevén perceptivamente relevantes de acuerdo con valores de referencia de la literatura, particularmente para fonaciones tensas y/o F0s altas. En cambio, para vocales con una fonación laxa y/o F0s bajas los niveles de HFE pueden resultar inaudibles, especialmente si no hay ruido de aspiración en la fuente glotal. Después de este estudio preliminar, se han analizado las características de excitación de vocales alegres y agresivas de un corpus paralelo de voz en castellano con el objetivo de incorporar estos estilos expresivos de voz tensa en la simulación numérica de voz. Para ello, se ha usado el vocoder GlottDNN para analizar variaciones de F0 y pendiente espectral relacionadas con la excitación glotal en vocales [a]. Estas variaciones se mapean mediante la comparación con vocales sintéticas en valores de F0 y Rd para simular vocales que se asemejen a los estilos alegre y agresivo. Los resultados muestran que es necesario incrementar la F0 y disminuir la Rd respecto la voz neutra, con variaciones mayores para alegre que para agresivo, especialmente para vocales acentuadas. Los resultados conseguidos en las investigaciones realizadas validan la posibilidad de añadir expresividad a la síntesis basada en corpus US-TTS y a la simulación numérica de voz basada en FEM. Sin embargo, hay margen de mejora. Por ejemplo, la estrategia aplicada a la producción numérica de voz se podría mejorar estudiando y desarrollando métodos de filtrado inverso, así como incorporando modificaciones del tracto vocal, mientras que el framework US-TTS&S desarrollado se podría beneficiar de los avances en técnicas de transformación de voz incluyendo transformaciones de la calidad de la voz, aprovechando la experiencia adquirida en la simulación numérica de vocales expresivas.
Speech is one of the most natural and direct forms of communication between human beings, as it codifies both a message and paralinguistic cues about the emotional state of the speaker, its mood, or its intention, thus becoming instrumental in pursuing a more natural Human Computer Interaction (HCI). In this context, the generation of expressive speech for the HCI output channel is a key element in the development of assistive technologies or personal assistants among other applications. Synthetic speech can be generated from recorded speech using corpus-based methods such as Unit-Selection (US), which can achieve high quality results but whose expressiveness is restricted to that available in the speech corpus. In order to improve the quality of the synthesis output, the current trend is to build ever larger speech databases, especially following the so-called End-to-End synthesis approach based on deep learning techniques. However, recording ad-hoc corpora for each and every desired expressive style can be extremely costly, or even unfeasible if the speaker is unable to properly perform the styles required for a given application (e.g., singing in the storytelling domain). Alternatively, new methods based on the physics of voice production have been developed in the last decade thanks to the increase in computing power. For instance, vowels or diphthongs can be obtained using the Finite Element Method (FEM) to simulate the propagation of acoustic waves through a 3D realistic vocal tract geometry obtained from Magnetic Resonance Imaging (MRI). However, since the main efforts in these numerical voice production methods have been focused on improving the modelling of the voice generation process, little attention has been paid to its expressiveness up to now. Furthermore, the collection of data for such simulations is very costly, besides requiring manual time-consuming postprocessing like that needed to extract 3D vocal tract geometries from MRI. The aim of the thesis is to add expressiveness into a system that generates neutral voice, without having to acquire expressive data from the original speaker. One the one hand, expressive capabilities are added to a Unit-Selection Text-to-Speech (US-TTS) system fed with a neutral speech corpus, to address specific and timely needs in the storytelling domain, such as for singing or in suspenseful situations. To this end, speech is parameterised using a harmonic-based model and subsequently transformed to the target expressive style according to an expert system. A first approach dealing with the synthesis of storytelling increasing suspense shows the viability of the proposal in terms of naturalness and storytelling quality. Singing capabilities are also added to the US-TTS system through the integration of Speech-to-Singing (STS) transformation modules into the TTS pipeline, and by incorporating an expressive prosody generation module that allows the US to select units closer to the target singing prosody obtained from the input score. This results in a Unit Selection based Text-to-Speech-and-Singing (US-TTS&S) synthesis framework that can generate both speech and singing from the same neutral speech small corpus (~2.6 h). According to the objective results, the score-driven US strategy can reduce the pitch scaling factors required to produce singing from the selected spoken units, but its effectiveness is limited regarding the time-scale requirements due to the short duration of the spoken vowels. Results from the perceptual tests show that although the obtained naturalness is obviously far from that given by a professional singing synthesiser, the framework can address eventual singing needs for synthetic storytelling with a reasonable quality. The incorporation of expressiveness is also investigated in the 3D FEM-based numerical simulation of vowels through modifications of the glottal flow signals following a source-filter approach of voice production. These signals are generated using a Liljencrants-Fant (LF) model controlled with the glottal shape parameter Rd, which allows exploring the tense-lax continuum of phonation besides the spoken vocal range of fundamental frequency values, F0. The contribution of the glottal source to higher order modes in the FEM synthesis of cardinal vowels [a], [i] and [u] is analysed through the comparison of the High Frequency Energy (HFE) values obtained with realistic and simplified 3D geometries of the vocal tract. The simulations indicate that higher order modes are expected to be perceptually relevant according to reference values stated in the literature, particularly for tense phonations and/or high F0s. Conversely, vowels with a lax phonation and/or low F0s can result in inaudible HFE levels, especially if aspiration noise is not present in the glottal source. After this preliminary study, the excitation characteristics of happy and aggressive vowels from a Spanish parallel speech corpus are analysed with the aim of incorporating this tense voice expressive styles into the numerical production of voice. To that effect, the GlottDNN vocoder is used to analyse F0 and spectral tilt variations associated with the glottal excitation on vowels [a]. These variations are mapped through the comparison with synthetic vowels into F0 and Rd values to simulate vowels resembling happy and aggressive styles. Results show that it is necessary to increase F0 and decrease Rd with respect to neutral speech, with larger variations for happy than aggressive style, especially for the stressed [a] vowels. The results achieved in the conducted investigations validate the possibility of adding expressiveness to both corpus-based US-TTS synthesis and FEM-based numerical simulation of voice. Nevertheless, there is still room for improvement. For instance, the strategy applied to the numerical voice production could be improved by studying and developing inverse filtering approaches as well as incorporating modifications of the vocal tract, whereas the developed US-TTS&S framework could benefit from advances in voice transformation techniques including voice quality modifications, taking advantage of the experience gained in the numerical simulation of expressive vowels.

Thesis (MMus (Music)) -- Stellenbosch University, 2010.
ENGLISH ABSTRACT: The purpose of the present study is twofold: I. In the first instance, it is aimed at promoting a better acquaintance with and a deeper understanding of the generally less well-known solmisation systems that have emerged within the oriental music sphere. In this regard a general definition of solmisation is provided, followed by a historic overview of indigenous solmisation systems that have been developed in China, Korea, Japan, India, Indonesia and the Arab world, thereby also confirming the status of solmisation as a truly global phenomenon. II. The second objective of the study was to investigate the current use of solmisation, and the Tonic Sol-fa system in particular, in aural training at South African universities. In order to achieve this, an inquiry was conducted by means of a survey which consisted of (a) a survey questionnaire that was sent to designers/instructors/coordinators of aural training modules at relevant South African universities and (b) additional correspondence that was subsequently undertaken with some of these respondents. This was done with the aim of obtaining information regarding the following: (1) the extent to which solmisation is still being employed in this context; (2) which solmisation systems or alternative approaches to solmisation are being used; (3) what the respondents’ personal motivations are for employing or not employing solmisation; (4) what instruction material is being utilised in either regard; and (5) what the respondents’ personal views are regarding the use of solmisation in aural training. The outcome of the survey confirmed that solmisation, and the Tonic Sol-fa system in particular, is still actively being used in aural training at South African universities, while at the same time providing some insight into the general application thereof in this context. On the whole, the survey also affirmed the continued relevance of solmisation, and the Tonic Sol-fa system in particular, both in the broader South African context and specifically within the context of aural training at South African universities, showing that solmisation continues to be regarded as a valuable aid in the instruction of aural training by the majority of the designers/instructors/coordinators of aural training modules that participated in the survey.
AFRIKAANSE OPSOMMING: Die doel van die onderhawige studie is tweeledig van aard: I. In die eerste plek is dit gemik op die bevordering van beter vertroudheid met en ’n grondiger begrip van die oor die algemeen minder bekende solmisasiestelsels wat binne die konteks van oosterse musiek na vore getree het. In hierdie verband word daar ’n algemene omskrywing van solmisasie voorsien, gevolg deur ’n historiese oorsig oor inheemse solmisasiestelsels wat ontwikkel is in China, Korea, Japan, Indië, Indonesië en die Arabiese wêreld, en word die status van solmisasie as ’n wesenlik wêreldwye verskynsel dan ook daardeur bevestig. II. Die tweede doelwit van die studie was om ondersoek in te stel na die huidige gebruik van solmisasie, en die Tonic Sol-fa stelsel in besonder, in gehooropleiding aan Suid-Afrikaanse universiteite. Om dit te bewerkstellig, is ’n ondersoek uitgevoer deur middel van ’n opname wat bestaan het uit (a) ’n opnamevraelys wat gestuur is aan opstellers/dosente/koördineerders van gehoorlopleidingsmodules aan relevante Suid-Afrikaanse universiteite en (b) bykomende korrespondensie wat daaropvolgend onderneem is met van hierdie respondente. Dit is gedoen met die doel om inligting te bekom rakende die volgende: (1) die mate waarin solmisasie nog binne hierdie konteks gebruik word; (2) watter solmisasiestelsels of alternatiewe benaderings vir solmisasie gebruik word; (3) wat die respondente se persoonlike motiverings is vir die gebruik van solmisasie al dan nie; (4) watter onderrigmateriaal daar in beide gevalle gebruik word; en (5) wat die respondente se persoonlike sieninge is ten opsigte van die gebruik van solmisasie in gehooropleiding. Die uitslag van die opname het bevestig dat solmisasie, en die Tonic Sol-fa stelsel in besonder, steeds aktief gebruik word in gehooropleiding aan Suid-Afrikaanse universiteite, en het terselfdertyd insig gebied in die algemene aanwending daarvan binne hierdie konteks. In sy geheel het die uitslag van die opname dan ook die voortgesette relevansie van solmisasie, en die Tonic Sol-fa stelsel in besonder, in die breër Suid-Afrikaanse konteks sowel as spesifiek binne die konteks van gehooropleiding aan Suid-Afrikaanse universiteite bevestig, en het dit aangetoon dat solmisasie steeds as ’n waardevolle hulpmiddel in die onderrig van gehooropleiding beskou word deur die meeste van die opstellers/dosente/koördineerders van gehoorlopleidingsmodules wat aan die opname deelgeneem het.

碩士
國立清華大學
資訊工程學系
95
Dynamic time warping (DTW) is a very effective method for query by singing/humming (QBSH), but it requires a lot of computation. On the other hand, linear scaling (LS) requires much less time on computation, but it is not as effective as DTW. As a result, in this thesis, our goal is to find new methods that can combine the advantages of DTW and LS for efficient and effective music retrieval in QBSH systems. Specifically, we have proposed two methods in this thesis, segmented linear scaling (SLS) and note-based linear scaling (NBLS). We have performed extensive experiments to demonstrate that the proposed methods can indeed combine the effectiveness of DTW and efficiency of LS to construct a more practical QBSH system. Conclusions and future work are also addressed in the thesis.

碩士
國立臺灣科技大學
資訊工程系
103
Is this thesis, we propose singing voice signal segmentation methods that integrate acoustic-guiding rules into HMM (hidden Markov model) based best-path searching to gratly improve the segmentation accuracies for HMM based segmentation of syllable initials and finals. In practice, we have programmed three versions of Viterbi decoding algorithms for automatical segmentation of initials and finals, and then compare their performances. In the training stage, the software package, HTK, is used to train syllable initial and finial HMM models with some selected setences from TCC-300 corpus. Next, we estimate the state-duration parameters of each HMM state by means of forced aligning our recorded singing voice signals. Then, the parameters of state durations can be used to calculate gamma distribution based explicit state-duration probability. In the testing stage, the results of the experiments show that the Viterbi decoding algorithm using explicit state duration probability can obtain the segmentation accuracy rate which is 7.55% higher than the Viterbi decoding algorithm using implicit state transition probability under the tolerance range of 10 ms. Furthermore, we base on the detected fundamental frequency and energy from each frame to design acoustic knowledge related constraint rules, and integrate these acoustic-guiding rules into the improved Viterbi decoding algorithm. By using this Viterbi decoding algorithm, the segmentation accuracy rate can be promoted from 31.73% to 61.33% as compared with the basic Viterbi decoding algorithm. In addition, if we integrate more rules to constrain the duration of initials and finals, the segmentation accurate rate will be raised to 66.86%. Finally, we add a post-processing step that adjusts the boundaries of initials and finals according to the detected silence frames. As a result, the segmentation accuracy rate is further raised to 68.45%.

У дипломній роботі досліджено проблему формування навичок академічного співу студентів педагогічних університетів у процесі вокального навчання. З’ясовано стан досліджуваної проблеми в теорії та методиці музичного навчання. Здійснено ретроспективний аналіз становлення академічної манери співу. Конкретизовано сутність та компонентну структуру навичок академічного співу студентів-вокалістів педагогічних університетів. Визначено критерії, показники та рівні сформованості досліджуваного явища. Розроблено методи та прийоми формування навичок академічного співу студентів педагогічних університетів у процесі вокального навчання.
In the thesis the problem of formation of skills of academic singing of students of pedagogical universities in the process of vocal training is investigated. The state of the researched problem in the theory and methods of music education is clarified. A retrospective analysis of the formation of the academic style of singing was performed. The essence and component structure of academic singing skills of students-vocalists of pedagogical universities are concretized. Criteria, indicators and levels of formation of the studied phenomenon are determined. Methods and techniques for the formation of academic singing skills of students of pedagogical universities in the process of vocal training have been developed.

Was veranlasste die an „Belcantare Brandenburg“ beteiligten Bildungs­institutionen, dieses Projekt zu verwirklichen? Sind ländliche und städtische Singprojekte gleichermaßen zu planen? Wie wirksam war und ist „Belcantare Brandenburg“? Diesen u. a. Fragen widmet sich die repräsentative Dokumentation, die im Rahmen der wissenschaftlichen Begleitung des Projektes durch den Lehrstuhl Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden ist. Vorderstes Anliegen war es hierbei, die erarbeiteten Fragestellungen aus unterschiedlichen Forschungsperspektiven zu beantworten. An dieser Forschungsarbeit wirkten Studierende mit und reflektierten in ihren wissenschaftlichen Qualifikationsarbeiten im Projekt erschlossene theoretische und praktische Erfahrungen zum Singen in der Grundschule. „Belcantare Brandenburg“ ist ein Singprojekt zur Fortbildung für Grundschullehrerinnen und Grundschullehrer, das mit freundlicher Unterstützung der Ostdeutschen Sparkassenstiftung und der Sparkasse Uckermark über einen Zeitraum von zwei Jahren die Qualität der Singarbeit von Lehrkräften aus der Uckermark zielgerichtet weiterent­wickelte.

У бакалаврській роботі конкретизовано сутність і зміст понять «сучасні методи естрадного співу», «опанування», «професійна підготовка», «естрадний співак», а також здійснено теоретичний аналіз сутності і структури естрадного спів та особливостей створення естрадного номера у професійній підготовці виконавців. У кваліфікаційній роботі обґрунтовано педагогічні умови використання сучасних методів опанування естрадного співу в процесі професійної підготовки виконавців, а також розроблено методичні рекомендацій щодо використання сучасних методів опанування естрадного співу в процесі професійної підготовки виконавців.
The bachelor's thesis specifies the essence and content of the concepts «modern methods of pop singing», «mastering», «training», «pop singer», as well as a theoretical analysis of the essence and structure of pop singing and the peculiarities of creating a pop performance in training. The qualifying thesis substantiates the pedagogical conditions for the use of modern methods of mastering pop singing in the process of professional training of performers, as well as developed guidelines for the use of modern methods of mastering pop singing in the process of professional training of performers.

碩士
國立臺北科技大學
電腦與通訊研究所
98
This work investigates automated techniques for evaluating the skill of a singer performing with Karaoke VCD music. The proposed system is capable of analyzing the pitch, dynamic volume, and harmonicity in a singing performance, and indicates how well or bad a singer performs. The pitch information reflects whether or not the notes sung by a singer are correct; the dynamic volume conveys the emotion that should be presented in performing a song; the harmonicity reflects whether or not a singing performance is in rhythm. Our special effort in this work is put on harmonicity analysis. It is observed that only when a singing performance is in rhythm, the mix of singing voice and accompaniments can be harmonious and melodious. Although there are copious works studying rhythm extraction from music, all of them only suitable for instrument-solely music rather than singing. For this reason, we develop methods to evaluate the harmonicity between singing voice and accompaniment. The basic strategy is to represent harmonious sound and inharmonious sound as probabilistic models and then perform stochastic recognition. On the other hand, this study also proposes a method for distinguishing between singing and humming, in order to check if a Karaoke user does sing the lyrics rather than simply hums the tune of a song. In our experiments, we invited a number of participants having different singing capabilities to perform solo singing. We also employed several professional judgers to grade each piece of solo singing in our collection. It is found that the grading results obtained with our system are roughly close to those with manual grading, which confirms the validity of our system.

O canto em grupo apresenta diversos benefícios para a saúde física e psicológica dos séniores- indivíduos com 60 ou mais anos. Neste estudo experimental procurou-se averiguar os efeitos que o canto em grupo tem na saúde física (resposta inflamatória), desempenho cognitivo, bem como num conjunto de variáveis psicossociais (Satisfação com a vida e autoestima). Também se averiguou o papel moderador da Identificação social. Os participantes (n=149) eram séniores, utentes dos Serviços da Santa Casa da Misericórdia de Lisboa e de Almada e foram distribuídos aleatoriamente pelo grupo experimental (n=89) e pelo grupo de controlo (n=60). Os resultados mostraram o efeito do canto no desempenho cognitivo. Porém, o canto em grupo não teve efeitos significativos na Satisfação com a vida e na autoestima. Os resultados não demonstraram o papel moderador da Identificação Social.
Group singing has several benefits for the physical and psychological health of visiting seniors aged 60 and over. In this experimental study, the aim is to investigate the effects that group singing has on physical health (inflammatory response), cognitive performance, as well as a set of psychosocial variables (Satisfaction with life, social well-being, self-esteem). The moderating role of social identification was also investigated. Participants (n=149) were seniors, users of the Santa Casa da Misericórdia services in Lisbon and Almada and were randomly assigned to the experimental group (n=89) and the control group (n=60). The detrimental effects of singing on cognitive performance. However, group singing had no results in Satisfaction with life and in self-esteem. The results did not demonstrate the moderating role of Social Identification.

碩士
國立屏東教育大學
教育視導與評鑑碩士學位學程
102
The study purports to investigate the action research based on “Kodaly method” to increase singing skills of primary grade pupils and their interest in learning singing – a case study of music class in life curriculum for second grade students. The researcher chooses 23 second grade pupils of an elementary school in Pingtung as the subject and personally designs courses for study which emphasize basic singing lessons in combination with the element of Kodaly method for teaching through “hand signal”, “movable Do system” and “rhythm-based numbered musical notation” that enable “singing-related music game” activity to blend with “life” music courses. A team of teaching research comprises the researcher as a teacher during the research, a co-teacher in school, a consulting teacher of arts and humanities from other school, and scholars and experts in the relevant fields. In addition to the relevant literature gathered in advance, teacher’s teaching journal, record of interview with pupils and co-researchers, learning worksheet are the main source of material gathered in teaching. Later, suggestions from experts and scholars are considered. The result of the study after analysis and conclusion shows below: 1. The “Kodaly makes you a singing star” teaching program is suitable for the design of “Singing Teaching” course taken by primary grade pupils. (1) “Singing supported by game” enhances teaching quality. (2) “The spirit of Kodaly based on local culture” activates the content of course. (3) “Kodaly method of music teaching” stimulates learning potential. 2. “Kodaly method” has a beneficial effect on advancement in “singing skills” and “interest in learning singing”. (1) Singing skills of pupils remarkably increase. (2) The variety and diversification of “singing game” increase interest in learning singing. (3) The target of course is achieved. Finally, in accordance with the above conclusions, concrete suggestions for teachers, school administration, subsequent researchers and future research direction are separately provided as reference.

碩士
國立台北師範學院
音樂研究所
94
ABSTRACT The purpose of this study was to exam the two dimensions of the learning effects on children’s melodic intervals’ in tune singing. They were “learning emotion and confidence,” and “rote singing ability.” In order to achieve this purpose, the researcher applied an action research method through observing courses, collecting relative literatures, and then designing teaching material using Kodaly teaching concepts and strategies. The research subjects were twenty-six third-graders. During the study period, the data was collected through tests, questionnaires, observation, and non-structural interviews in order to exam the research validity. The following was the summary of the six conclusions in this study: 1. Most subjects were able to show the joyful mood and positive attitude when the teacher adopted Kodaly teaching method. 2. Most subjects had more confidence in their musical ability when trained by Kodaly method. 3. The application of Kodaly method in the training of the intonation could help subjects’ in tune singing ability in rote sing practice as well as in sight singing practice. 4. The main factors which impacted the in tune singing by rote were the aural sensibility, musical memory ability, familiarization, singing ability, and the pattern of melodic intervals. 5. The main factors which impacted the in tune singing by rote were the concepts of melodic intervals, sight-reading ability, internal imagination, pattern of melodic intervals, familiarization, and the singing ability. 6. After one year’s being trained by Kodaly method, more than eighty percent of subjects recognized every note’s solfege relative placements on the staff. In the end of this study, the research also provided few suggestions concerning the melodic interval training to the further studies for the interested researchers. Key Words : Kodaly method, melodic intervals, in tune singing, action research.

碩士
國立臺灣科技大學
電機工程系
88
Owing to the rapidly growing software techniques and the development of VLSI, the music synthesizer can be implemented by the software techniques to produce many kinds of music instead of using a VLSI chip. Previously, the music synthesizer implemented by software techniques cannot process human voice; in this proposal, first we will focus on how to develop various efficient music synthesizer methods and tone file creation. Then a prototype of the music synthesizer will be implemented on the PC under the most popular operation Windows 98 system. According to the results proposed by our previous project, we found that the music synthesizer based on the additive method could produce very high fidelity music. Therefore, we will develop this project based on the additive method again, and find out what kind of synthesizers can process human voice. During the last year, based on the additive method we samples six octaves tone samples for the piano. Then using the interpolation method, we could synthesize a song. The tone color of the synthesized tone is as good that produced by other commerce products. In this proposal, we will try to improve the previous research that was develop by us before, then find out how to creative virtual singing voice using mix synthesize songs and singing-voice in the near future.

The integrated method proposed and worked out consisted of integration of vocal and voice-speech teaching techniques as well as integration of the empirical and mechanical methods of teaching. Balance and co-ordination between external and intra-pharyngeal articulation were considered as a framework for integration of various methods of teaching. Magnetic resonance imaging (MRI), along with spectral analysis, was used to demonstrate the work of intrapharyngeal muscles while singing and to assess the quality of vocalization. 54 MRI expositions were generated for the set of vowels, pitches and modes, of which over 400 MRI images were synthesized and measured. When switching from amateur to professional way of singing, radical transformations of size, shape and to some extent, changes in the surface properties (density, porosity) of muscular tissue of intra-pharyngeal cavities were observed. New acquired MR images clearly showed that the axial section of the back cavity appears indeed much larger in the professional mode than in the amateur mode. Statistical analysis showed that this difference is statistically significant. It is shown that the work on muscles development and use of mental images/imagination must progress in close collaboration. The strategy for the gradual mastering technique of the opening of the vocal tract was suggested, and developed. A new approach was developed to be applied for students to get stable repeatability when they work with mental images. Obtained MR images were used as a part of visualization method during experimental work with students. MR images helped students to create proper mental images. The theory of tangible images was suggested and then successfully applied in the form of experimental work with students. Experimental work with students of the ethnic group Maori was conducted. This experimental work with Maori students demonstrated that the integrated method of teaching helped to overcome some physiological and psychological specific problems which require special techniques of training. Case studies were carried out to assess individual and students' group perceptions, along with interview techniques and a survey questionnaire. The results of the survey are presented graphically, and statistical processing of the data was performed. The results of the survey are interpreted and discussed.

The purpose of this study was to analyze and understand experienced choral directors' perceptions and beliefs on a variety of topics surrounding the teaching and learning of secondary choral music sight singing or sight reading. A focus group of eight highly successful college, high school and middle school choral music educators addressed seven questions. The investigation gathered qualitative data that covered the purposes of teaching sight singing, the positive or negative attributes of movable Do, fixed Do and numbers, and a review of sight-singing curricula. Further, the investigation gathered data on the effect, if any, of an instrumental student's sight-singing ability and the use and effectiveness of Curwen or Kodály hand signs and sight-singing assessment for students. Additional data was gathered concerning how secondary music educators were evaluated. Results suggested that the focus group's purpose in teaching sight singing was to produce independent, self-reliant musicians. Individual sight-singing assessment was deemed important and should focus on how singers progressed. Music composed specifically for sight-singing contests or festivals should contain challenging notes and rhythms, dynamic changes, phrase markings and at least one tempo or meter change. Further, music teacher evaluations were discussed, coded and analyzed. Twenty-nine recommendations are offered that are designed to make sight singing more efficient and more effective in today's choral music classrooms. While there are some very good sight-singing materials in print, music publishers who contemplate printing new instructional material should offer a holistic approach to musicianship. Adjudicators for choral sight-singing festivals and contests should be trained. Choirs entering a sight-singing performance should be adjudicated on musical elements such as meter changes, correct tempi, phrasing, tone, articulation and dynamics, not merely on performing the correct notes and rhythms. Many more recommendations were offered to secondary and college choir teachers, supervisors, contest chairmen, adjudicators, composers, music publishers and students. The investigation was not intended to determine a recommended method for sight-singing instruction nor assessment. The purpose of this study was to understand and analyze experienced choral directors' perceptions and beliefs concerning sight singing on secondary campuses.