Children’s and Instructor’s Perceptions of Using VoceVista in a Voice Exploration Session Focusing on Gentle Onset of Phonation and Articulation of Consonants

Authors

  • Melissa C. Brunkan University of Kansas

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.

Author Biography

Melissa C. Brunkan, University of Kansas

MELISSA BRUNKAN holds degrees from the University of Minnesota and Northwestern University in music education, choral conducting and vocal pedagogy/performance. Currently, she is pursuing her PhD in Choral Pedagogy at the University of Kansas. Prior to her work at the University of Kansas, she served as the Vocal Music specialist at the Fine Arts Interdisciplinary Resource School near Minneapolis, Minnesota, teaching vocal music, sound art and choral music to students in grades 4 through 8. Other experience has included pre-K through College level music, choir, voice teaching as well as conducting, musical theater directing and workshop facilitation. Melissa has sung and conducted professionally with choirs, opera and theatre companies and churches throughout the United States, including the Minnesota Chorale, the Florentine Opera, Stages Theater Company and the Twin Cities Women’s Chorus. Vocal performance has taken her places such as Denver, New York, and Chicago. Melissa has also conducted choirs in schools, churches and the community. Her choirs have sung with artists from places such as China, Venezuela and Indonesia, performing in various venues from the Minnesota State Capitol to the Kennedy Center. Conducting instructors have included James F. Daugherty, Axel Theimer and Claire McCoy. A member of MENC, ACDA, NATS and the VoiceCare Network, Melissa is a member of the VoiceCare Network Mentorship Apprentice Program. She currently resides in Lawrence, Kansas, with her daughter, Madi and black lab, Sirius Black.

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Published

2013-10-29

Issue

Vol. 7 (2009): The Phenomenon of Singing International Symposium VII

Section

Articles