Abstract:Marijuana is derived from the cannabis sativa plant originating in central and southeast Asia. In recent years, there was increasing popularity and use of marijuana in addition to the legalization of its recreational use in parts of the United States. Singing teachers should be fam iliar with the voice effects of marijuana so that they may counsel students about marijuana usage. The authors sent a web-based questionnaire to adult voice center patients. The survey was designed to collect relevant demographic data, past laryngeal history, marijuana use history, and beliefs about effects of marijuana on voice. Those who used marijuana reported voice symptoms that they attributed to marijuana use, including hoarseness, breathiness and weakness. Smoking marijuana may cause immediate and long-term voice dysfunction. No positive changes to the voice have been identified. Further research is necessary to evaluate changes to the voice and safety of marijuana use, but voice teachers should be aware of the common adverse effects.
{"title":"The Effect of Marijuana on the Voice","authors":"B. Balouch, Ghiath Alnouri, R. Sataloff","doi":"10.53830/zpsi4234","DOIUrl":"https://doi.org/10.53830/zpsi4234","url":null,"abstract":"Abstract:Marijuana is derived from the cannabis sativa plant originating in central and southeast Asia. In recent years, there was increasing popularity and use of marijuana in addition to the legalization of its recreational use in parts of the United States. Singing teachers should be fam iliar with the voice effects of marijuana so that they may counsel students about marijuana usage. The authors sent a web-based questionnaire to adult voice center patients. The survey was designed to collect relevant demographic data, past laryngeal history, marijuana use history, and beliefs about effects of marijuana on voice. Those who used marijuana reported voice symptoms that they attributed to marijuana use, including hoarseness, breathiness and weakness. Smoking marijuana may cause immediate and long-term voice dysfunction. No positive changes to the voice have been identified. Further research is necessary to evaluate changes to the voice and safety of marijuana use, but voice teachers should be aware of the common adverse effects.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"45 9-10","pages":"51 - 55"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72449137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Traditionally, music has been viewed as the quintessential non-visual art. In past centuries, a handful of blind individuals became renowned composers, singers, or organists. In fact, popular culture helped form a rather inaccurate relationship between blindness and music to the extent that visually impaired people are often expected to excel by default in the musical arts. In some cultures, parents tend to automatically choose music as their blind child's ideal vocation.As a totally blind professional singer and voice pedagogue herself, the author has evaluated a significant number of young, visually impaired vocalists who seemed unable to use their voices as reliable instruments. Researchers have found that blindness affects the developmental stages of a person with regard to posture, gross motor skills, and muscle development and coordination. As a voice instructor, the author finds that visually impaired youths whose developmental stages have deviated from the norm must follow a specially designed curriculum in order to effectively learn the psycho-motor aspects of vocal technique.The goal of this article is to illuminate a path that voice teachers may follow to ensure that their blind students can maintain healthy voices and engage in rewarding singing.
{"title":"The Impact of Blindness on the Physical and Vocal Development of Visually Impaired Singers","authors":"Maria Georgakarakou","doi":"10.53830/sqsg7980","DOIUrl":"https://doi.org/10.53830/sqsg7980","url":null,"abstract":"Abstract:Traditionally, music has been viewed as the quintessential non-visual art. In past centuries, a handful of blind individuals became renowned composers, singers, or organists. In fact, popular culture helped form a rather inaccurate relationship between blindness and music to the extent that visually impaired people are often expected to excel by default in the musical arts. In some cultures, parents tend to automatically choose music as their blind child's ideal vocation.As a totally blind professional singer and voice pedagogue herself, the author has evaluated a significant number of young, visually impaired vocalists who seemed unable to use their voices as reliable instruments. Researchers have found that blindness affects the developmental stages of a person with regard to posture, gross motor skills, and muscle development and coordination. As a voice instructor, the author finds that visually impaired youths whose developmental stages have deviated from the norm must follow a specially designed curriculum in order to effectively learn the psycho-motor aspects of vocal technique.The goal of this article is to illuminate a path that voice teachers may follow to ensure that their blind students can maintain healthy voices and engage in rewarding singing.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"75 1","pages":"35 - 41"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90983340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The new editor in chief of the Journal of Singing (JOS) writes her inaugural "Editor's Commentary" column for the first issue under her editorship. It begins with a meditation upon the three actions that inspire the new editor in chief—to understand, value and uphold—as they relate to both the past and future of the journal, and the need for the fourth action, to advance, in order to bring the journal in line with twenty-first century publication practices. It also includes recognition of retiring and departing Journal of Singing contributors, as well as announcements about new peer reviewers who have been added to the journal's editorial board, several new journal columns and their associate editors, and two initiatives of the new editor in chief: the "Mentored Writing Initiative" and the "Richard Sjoerdsma Excellence in Writing Award."
{"title":"To Understand, Value, Uphold, and Advance","authors":"Lynn Helding","doi":"10.53830/aeif1790","DOIUrl":"https://doi.org/10.53830/aeif1790","url":null,"abstract":"Abstract:The new editor in chief of the Journal of Singing (JOS) writes her inaugural \"Editor's Commentary\" column for the first issue under her editorship. It begins with a meditation upon the three actions that inspire the new editor in chief—to understand, value and uphold—as they relate to both the past and future of the journal, and the need for the fourth action, to advance, in order to bring the journal in line with twenty-first century publication practices. It also includes recognition of retiring and departing Journal of Singing contributors, as well as announcements about new peer reviewers who have been added to the journal's editorial board, several new journal columns and their associate editors, and two initiatives of the new editor in chief: the \"Mentored Writing Initiative\" and the \"Richard Sjoerdsma Excellence in Writing Award.\"","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"101 1","pages":"11 - 7"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87264151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The author discusses how teachers might utilize efficient pedagogic practices to assist singers in optimizing vocal function. Through a systematic approach to versatility training, the author addresses practices that support increased levels of vocal efficiency and sustainability.
{"title":"Building Versatile Voices","authors":"Justin John Moniz","doi":"10.53830/gggn2144","DOIUrl":"https://doi.org/10.53830/gggn2144","url":null,"abstract":"Abstract:The author discusses how teachers might utilize efficient pedagogic practices to assist singers in optimizing vocal function. Through a systematic approach to versatility training, the author addresses practices that support increased levels of vocal efficiency and sustainability.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"28 1","pages":"63 - 66"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88209312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:A listing of recent theses or dissertations as listed by ProQuest in 2023. Each citation includes the ProQuest/Author Abstract and a citation to locate the full-length document online.
{"title":"Recent Research in Singing","authors":"D. Simonson","doi":"10.53830/frso4559","DOIUrl":"https://doi.org/10.53830/frso4559","url":null,"abstract":"Abstract:A listing of recent theses or dissertations as listed by ProQuest in 2023. Each citation includes the ProQuest/Author Abstract and a citation to locate the full-length document online.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"115 1","pages":"93 - 94"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82579469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This article explores one of the oldest structures of formal education, the master-apprentice tradition, and how it has both persisted and evolved in the Western classical singing community in both name and practice. By studying the history of the master-apprentice tradition, contemporary pedagogues may contextualize their current practices while considering modifications that may yield a more student-centered pedagogy.The master-apprentice tradition is rooted in the experiences of the master. This teacher-centered pedagogy establishes a clear hierarchy of power in the teacher-student relationship. From an inferior position, students may become dependent on their teachers and ultimately silence their own technical and artistic instincts.Student and teacher interaction play a crucial role in the development of a student's concept of self and their agency to embrace autonomy. Teachers and students often assume the dependent relationship of the master-apprentice tradition as it allows them to fulfill roles they understand, and earnestly continue to honor traditions established by the singers and pedagogues of the past. The period from the late nineteenth to the early twentieth century is often regarded as the "golden age" of Western classical singing. During this time, Manuel Garcia II, Mathilde Marchesi, the Lamperti's, among others, codified much of the bel canto technique that continues to resonate throughout voice studios today. Much of the research concerning these revered pedagogues focuses on what they taught, but not how they taught. However, writings of the "golden age" pedagogues and their students infer that their primary focus was on the individual and independent development of each student. The teacher often relinquished the traditional role of "master," and assumed the role of mentor and co-learner. By examining the how, contemporary pedagogues may realize adjustments in their teaching that honor and build upon the knowledge and experiences of students, ultimately devising a more student-centered pedagogy.
{"title":"Evolving the Master-Apprentice Tradition: A Pathway Back to a Student-Centered Pedagogy","authors":"Travis Sherwood","doi":"10.53830/gtoj3285","DOIUrl":"https://doi.org/10.53830/gtoj3285","url":null,"abstract":"Abstract:This article explores one of the oldest structures of formal education, the master-apprentice tradition, and how it has both persisted and evolved in the Western classical singing community in both name and practice. By studying the history of the master-apprentice tradition, contemporary pedagogues may contextualize their current practices while considering modifications that may yield a more student-centered pedagogy.The master-apprentice tradition is rooted in the experiences of the master. This teacher-centered pedagogy establishes a clear hierarchy of power in the teacher-student relationship. From an inferior position, students may become dependent on their teachers and ultimately silence their own technical and artistic instincts.Student and teacher interaction play a crucial role in the development of a student's concept of self and their agency to embrace autonomy. Teachers and students often assume the dependent relationship of the master-apprentice tradition as it allows them to fulfill roles they understand, and earnestly continue to honor traditions established by the singers and pedagogues of the past. The period from the late nineteenth to the early twentieth century is often regarded as the \"golden age\" of Western classical singing. During this time, Manuel Garcia II, Mathilde Marchesi, the Lamperti's, among others, codified much of the bel canto technique that continues to resonate throughout voice studios today. Much of the research concerning these revered pedagogues focuses on what they taught, but not how they taught. However, writings of the \"golden age\" pedagogues and their students infer that their primary focus was on the individual and independent development of each student. The teacher often relinquished the traditional role of \"master,\" and assumed the role of mentor and co-learner. By examining the how, contemporary pedagogues may realize adjustments in their teaching that honor and build upon the knowledge and experiences of students, ultimately devising a more student-centered pedagogy.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"292 1","pages":"13 - 22"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79507277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Leslie Holmes discusses memorable moments of her twenty-four year tenure as associate editor of "The Vocal Point" column. She shares tips for interviewing the greatest performing artists of our time.
{"title":"A Conversation with Leslie Holmes","authors":"Melissa Treinkman","doi":"10.53830/tfcq4189","DOIUrl":"https://doi.org/10.53830/tfcq4189","url":null,"abstract":"Abstract:Leslie Holmes discusses memorable moments of her twenty-four year tenure as associate editor of \"The Vocal Point\" column. She shares tips for interviewing the greatest performing artists of our time.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"69 1","pages":"89 - 91"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79561390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This column includes reviews of two women composers, American Gwyneth Walker (b. 1947) and Pole Graz̄yna Bacewicz (1909–1969.) The song anthologies presented are Walker's "No Ordinary Women!" and Bacewicz' twelve songs, the only ones published. The opera aria anthology series OperAria has released a new book in their series for lyric tenor, an important new collection that combines arias and range, fach, libretto information and provenance, performance history, and descriptions of the vocal/technical and stylistic.
{"title":"Music Reviews","authors":"Kathleen Roland-Silverstein","doi":"10.53830/pzwp7713","DOIUrl":"https://doi.org/10.53830/pzwp7713","url":null,"abstract":"Abstract:This column includes reviews of two women composers, American Gwyneth Walker (b. 1947) and Pole Graz̄yna Bacewicz (1909–1969.) The song anthologies presented are Walker's \"No Ordinary Women!\" and Bacewicz' twelve songs, the only ones published. The opera aria anthology series OperAria has released a new book in their series for lyric tenor, an important new collection that combines arias and range, fach, libretto information and provenance, performance history, and descriptions of the vocal/technical and stylistic.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"25 1","pages":"102 - 99"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74358793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Summer 2023 began with the NATS voice pedagogy trip to England that began with a miniconference that brought together 110 voice teachers from eight countries. Our tour group visited three music preparatory schools and two music universities. Celebrating the English choral tradition, we heard rehearsals or services at Eton College, St. Paul's Cathedral, King's College, Cambridge, and Trinity College, Cambridge. Overlapping the Pedagogy Trip, the NATS Intern Program was held at West Chester University, where five Master Teachers worked with sixteen Interns. Next, the NATS Board gathered in Florida for our annual meeting. In late June, the inaugural NATS Science-Informed Voice Pedagogy Institute was held at Utah State University where clinicians presented a wealth of information to fifty-five attendees. July 7-9, we gathered in San Diego for the Summer Workshop. Sessions focused on a variety of repertoire; in addition, the 2023 NSA Finals were held. In mid-July, the South Africa NATS Chapter held their first conference at Stellenbosch University in Cape Town.
{"title":"What I Did on My Summer Vacation—Go NATS!","authors":"Diana K. Allan","doi":"10.53830/pkui1630","DOIUrl":"https://doi.org/10.53830/pkui1630","url":null,"abstract":"Abstract:Summer 2023 began with the NATS voice pedagogy trip to England that began with a miniconference that brought together 110 voice teachers from eight countries. Our tour group visited three music preparatory schools and two music universities. Celebrating the English choral tradition, we heard rehearsals or services at Eton College, St. Paul's Cathedral, King's College, Cambridge, and Trinity College, Cambridge. Overlapping the Pedagogy Trip, the NATS Intern Program was held at West Chester University, where five Master Teachers worked with sixteen Interns. Next, the NATS Board gathered in Florida for our annual meeting. In late June, the inaugural NATS Science-Informed Voice Pedagogy Institute was held at Utah State University where clinicians presented a wealth of information to fifty-five attendees. July 7-9, we gathered in San Diego for the Summer Workshop. Sessions focused on a variety of repertoire; in addition, the 2023 NSA Finals were held. In mid-July, the South Africa NATS Chapter held their first conference at Stellenbosch University in Cape Town.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"21 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85794865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Associate editor Matthew Hoch revisits Walter C. Foster's 1998 book Singing Redefined, reconsidering its arguments within a twenty-first century context. Hoch uses Foster's compendium of historical writings on various aspects of voice pedagogy as a starting point for examining the challenging task of defining pedagogic terms and concepts. Hoch argues that published definitions are a product of their era and the endeavor of defining pedagogic concepts is a perpetually moving target that always involves the periodic redefining of terminology as new science emerges and society evolves, recontextualizing our knowledge of the singing voice. The author concludes by speculating on several emerging trends that may inform pedagogic discourse and expand our lexicon moving forward.
{"title":"Singing Redefined","authors":"Matthew Hoch","doi":"10.53830/tzen2570","DOIUrl":"https://doi.org/10.53830/tzen2570","url":null,"abstract":"Abstract:Associate editor Matthew Hoch revisits Walter C. Foster's 1998 book Singing Redefined, reconsidering its arguments within a twenty-first century context. Hoch uses Foster's compendium of historical writings on various aspects of voice pedagogy as a starting point for examining the challenging task of defining pedagogic terms and concepts. Hoch argues that published definitions are a product of their era and the endeavor of defining pedagogic concepts is a perpetually moving target that always involves the periodic redefining of terminology as new science emerges and society evolves, recontextualizing our knowledge of the singing voice. The author concludes by speculating on several emerging trends that may inform pedagogic discourse and expand our lexicon moving forward.","PeriodicalId":88273,"journal":{"name":"Journal of singing : the official journal of the National Association of Teachers of Singing","volume":"92 1","pages":"43 - 50"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77091621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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