Childrens and Instructors Perceptions of Using VoceVista in a Voice Exploration Session Focusing on Gentle Onset of Phonation and Articulation of Consonants

Melissa C. Brunkan

Abstract


Previous studies have explored the use of real-time visual spectral feedback with adult and teenage singers. The purpose of the present investigation was to examine the perceptions of children (N=54), ages 7 to 13 years, relative to the use of visual feedback provided by real-time spectral analysis software (VoceVista) in a voice exploration session focusing on gentle onset and articulation of consonants. Participants completed a two-part survey. Part One consisted of demographic items. Among results, (a) 94% of participants had prior musical experience outside of a school setting (b) 89% of participants used a computer at home and/or at school for at least 15 minutes a day, (c) 65% of participants described their computer skills as competent or very competent, and (d) 22% of participants had had private voice lessons, with (e) 33% having other singing performance experiences. Part Two of the survey asked for responses to three items: (a) What two activities in this session did you find most helpful to learning about and improving singing? Why? (b) What two activities in this session did you find least helpful to learning about and improving singing? Why? and (c) Overall thoughts about the use of VoceVista in this session. Participants were also asked to rate the overall helpfulness of VoceVista in teaching gentle onset and articulation on a 5-point Likert scale. Content analysis of responses in Part Two of the survey indicated no negative perceptions of VoceVista overall. Furthermore, 70% of participants thought that VoceVista was the most helpful activity in the voice exploration session. Participant responses to scale items likewise indicated overall favourable perceptions to using VoceVista in teaching gentle onset (M 3.99) and articulation (M 3.93). Results were discussed in terms of limitations of the study and suggestions for further research.

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