Publication Date

2016-04-26

Availability

Open access

Embargo Period

2016-04-26

Degree Type

Doctoral Essay

Degree Name

Doctor of Musical Arts (DMA)

Department

Vocal Performance (Music)

Date of Defense

2016-03-24

First Committee Member

Robynne Redmon

Second Committee Member

Tony Boutte

Third Committee Member

Kevin Short

Fourth Committee Member

Dorothy Hindman

Abstract

The incorporation of learning science into vocal pedagogy has been a slow process with advancements in biology and physics dominating change in the field. However, recent research into learning styles and the processing of motor skills has revealed areas that could be enhanced within standard vocal teaching procedures. This study addresses the possibility of filling these gaps with the inclusion of visually nontraditional scores as a teaching tool. Specifically, this paper examines the utility of these scores within the collegiate voice studio. Visually nontraditional scores can contribute to a variety of learning needs and facilitate the acquisition of new technical and artistic skills. Repertoire is reviewed for each level of collegiate voice study.

Keywords

graphic notation; classical singers; voice; nontraditional notation; vocal pedagogy; contemporary music

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