Relevant bibliographies by topics / Singing lesson

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Singing lesson'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Singing lesson.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Singing lesson"

1

McConville, Katherine. "Navigating the “Passaggio” Between Voice Therapy and a Singing Lesson: Ethical Considerations for the Speech-Language Pathologist." Perspectives of the ASHA Special Interest Groups 5, no. 3 (June 30, 2020): 658–61. http://dx.doi.org/10.1044/2020_pers-20-10003.

Full text
Abstract:
Purpose The purpose of this article is to discuss factors that guide ethical decision making in determining what constitutes medically necessary voice therapy that involves or targets singing, which is distinct from a singing lesson. Method Different treatment tasks and scenarios are identified, and their rationales are compared with deference to precedent literature and relevant portions of the American Speech-Language-Hearing Association Code of Ethics. These materials are referenced in an effort to define the boundaries between voice therapy involving singing technique and a singing lesson. Results Suggestions regarding goal writing and documentation to highlight apparent boundaries are made. Conclusions In the care of injured voices, both precedent and ethical principles support speech-language pathology treatment that targets singing. However, it is incumbent upon the treating speech-language pathologist to determine when they are venturing into tasks that no longer serve a therapeutic purpose and to refer the patient for voice lessons as appropriate.
APA, Harvard, Vancouver, ISO, and other styles
2

Caliga, Marina. "12. The Methodology of Music Education Lesson Completeness by Means of the Vocal-Choral Singing Dominant Activity." Review of Artistic Education 19, no. 1 (April 1, 2020): 93–99. http://dx.doi.org/10.2478/rae-2020-0012.

Full text
Abstract:
AbstractChoral singing has always been an activity in which the participant, the choir singers sang together, achieved the same goals, lived and perceived music together. In the music education lesson, the choral-vocal singing is an activity with great teaching and educational possibilities. It is one of the most accessible ways of interpreting music in school. This article methodologically investigates the completeness of the music education lesson with the dominant activity of vocal-choral singing.
APA, Harvard, Vancouver, ISO, and other styles
3

Wilson, Sarah J., David F. Abbott, Dean Lusher, Ellen C. Gentle, and Graeme D. Jackson. "Finding your voice: A singing lesson from functional imaging." Human Brain Mapping 32, no. 12 (December 15, 2010): 2115–30. http://dx.doi.org/10.1002/hbm.21173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jaminar, Jaminar. "Improving Reading Skills At First Class Students Sdn 04 Koto Ranah Kecamatan Iv Nagari Bayang Utara Kabupaten Pesisir Selatan Through Model Of Singing Learning." Jurnal Ilmiah Pendidikan Scholastic 2, no. 2 (October 28, 2018): 53–63. http://dx.doi.org/10.36057/jips.v2i2.273.

Full text
Abstract:
The existence of elementary school as a basic educational institution is very high to participate in helping children grow. For Students class I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is a place to play, socialize and also learn is quite representative. In general, people know that learning in class I Sdn 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 apply the principle of playing while learning or learning while playing. But in its application, it turns out that between theory and practice are not aligned. It was found that in the first grade students of SDN 04 Koto Ranah, Sub District IV Nagari Bayang Utara, Pesisir Selatan District, the Lesson Year 2015/2016 has been taught the lesson and its delivery as it is to teach the lessons to the children of Advanced School. Concerns arise when society generally thinks that the standard of teaching success in class I SDN 04 Koto Ranah Subdistrict IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is students who have completed education in elementary school able to write, read and count. Parents will feel proud when their son graduated from elementary school has been fluent in reading, writing and counting. Based on what the authors have done, can be drawn some conclusions that: Reading practice in teaching and learning process with singing techniques more easily ditangkapa by grade I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. During this activity, there is a seriousness of the children to follow the lesson. Children can learn to read without feeling depressed and always in a pleasant atmosphere. The results of monitoring quantitatively shows that 75% of children are able to read smoothly so that invites students class I SDN 04 Koto Ranah District IV Nagari Bayang North Pesisir Selatan District Lessons 2015/2016 reading practice with singing techniques proved to foster interest in reading children early on. A teacher meeting program with parents who are held once a month before delivering materials to children is very influential in helping children to succeed in SDN 04 Koto Ranah Sub District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. The author realizes that the delivery of the material has not been implemented optimally, given the number of children who exceed the capacity. If implemented more intensively and with the ideal ratio of teachers and children, then the quantitative and qualitative of course the result will be better.
APA, Harvard, Vancouver, ISO, and other styles
5

Nafisi, Julia. "Gesture and body-movement as teaching and learning tools in the classical voice lesson: a survey into current practice." British Journal of Music Education 30, no. 3 (June 11, 2013): 347–67. http://dx.doi.org/10.1017/s0265051712000551.

Full text
Abstract:
This article discusses the use of gesture and body-movement in the teaching of singing and reports on a survey amongst professional singing teachers in Germany regarding their use of gesture and body movement as pedagogic tools in their teaching. The nomenclature of gestures and movements used in the survey is based on a previous study by the author (Nafisi, 2008, 2010) categorising movements in the teaching of singing according to their pedagogical intent intoPhysiological Gestures, Sensation-related Gestures, Musical GesturesandBody-Movements. The survey demonstrated thatGestureswere used by a significant number of voice teachers to enhance explanation and/or demonstration, that a significant number of voice teachers encouraged their students to carry out similar Gestures whilst singing to enhance their learning experience and that another type of essentially non-expressiveBody-Movementswas also encouraged by a significant number of voice teachers to enhance students’ learning. The paper validates the author's nomenclature and offers some hitherto unpublished insights.
APA, Harvard, Vancouver, ISO, and other styles
6

Grape, Christina, Maria Sandgren, Lars-Olof Hansson, Mats Ericson, and Töres Theorell. "Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson." Integrative Physiological & Behavioral Science 38, no. 1 (January 2002): 65–74. http://dx.doi.org/10.1007/bf02734261.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

van Orden, Kate. "CHILDREN'S VOICES: SINGING AND LITERACY IN SIXTEENTH-CENTURY FRANCE." Early Music History 25 (August 17, 2006): 209–56. http://dx.doi.org/10.1017/s0261127906000179.

Full text
Abstract:
Around 1600, students in France learnt to read with printed primers. They began with the letters of the alphabet, learning them by playing with little wooden or cardboard tablets or picking them out of books, and then moved on to syllables, which were learnt from syllabaries printed in large letters and containing the Pater noster, Ave Maria, Credo, Confiteor and the Benedicite. When they began to spell out whole words, children moved on to another syllabary containing the Magnificat, the Nunc Dimittis, Salve Regina, the Seven Penitential Psalms and the litanies of the Saints, all of them common prayers. Two pages from Jacques Cossard's Methodes pour apprendre a lire, a escripre, chanter le plain chant, et compter (Paris, 1633) can give us some idea of what these early modern primers looked like (see Figures 1–2). In the first lesson the text of the Pater noster is broken into syllables, whereas in the second lesson the students must discern the syllables of the Ave Maria themselves, a task aided by the small numbers Cossard has placed beneath the text to show how many letters should be read together as a syllable.
APA, Harvard, Vancouver, ISO, and other styles
8

Soykunt, Neriman, and Başak Gorgoretti. "Student Opinions on Psychomotor Learning Activities Used in Music Lessons." Journal of History Culture and Art Research 10, no. 3 (September 30, 2021): 27–36. http://dx.doi.org/10.7596/taksad.v10i3.3089.

Full text
Abstract:
This study aims to determine the situation by examining the opinions of 8th-grade students about psycho-motor activities used within the scope of 8th-grade music lessons. Semi-structured interview technique was used as a qualitative method in the research. With this method, data were collected by conducting one-on-one interviews with 8th-grade students. The study was conducted with forty-four 8th-grade students. The obtained data were analyzed by making content analysis. According to the findings obtained from the interviews; It is understood that the psycho-motor activities used in schools are mostly similar, but there are problems in the implementation process, the activities cannot be used effectively and efficiently, and music lesson activities are not given enough importance due to the problems arising from the deficiencies in the material and learning environment. From the students' opinions, it is understood that the theoretical parts of the music lessons are long and the lessons conducted in this way are boring. Based on the students' opinions, it is understood that the singing activity is the most used psycho-motor activity, but this activity is not used to improve the musical knowledge and skills taught in the lessons, but to increase the students' interest in the lessons. It is understood that rhythm exercises, body percussion and instrument playing activities are less involved in music lessons than singing activities.
APA, Harvard, Vancouver, ISO, and other styles
9

Vitale, Alessia Rita. "The singing lesson. Phenomenology of the non-verbal dynamics appearing in studying the Instrument-voix." Musicae Scientiae 12, no. 1_suppl (March 2008): 111–28. http://dx.doi.org/10.1177/1029864908012001051.

Full text
Abstract:
The novelty of this approach lies in studying singing from the point of view the multifunctionality and polyvalence of the voice in all the typically plural dimensions that contribute to making it a unique instrument, the only instrument embodied/ incarnated in its interpreter, both material and transcendent. An “object” both external and internal, both the most intersubjective and the most personal — to the point of requiring “someone other than oneself” to help one take one's distance from it to study it — the voice has the faculty of bringing together simultaneously the polar opposites of Being. With a methodology at the crossroads of the human sciences, this study forms part of a broader systematic investigation I engaged in concerning the detailed analysis of the singing lesson and the comparison of its specific psycho-dynamic processes with those involved in the learning of other musical instruments. I deal with the role and influence that non-verbal/non-vocal languages assume in the teaching and learning about the voice in its singing dimension when it is used with the value of a musical instrument. This is what I refer to as the “instrument-voix”. The notion of gesture is of pivotal importance in non-verbal language, and this notion is twofold in nature: it involves the problematic of Time, which (itself) necessarily involves that of Memories. Dealt with here will be the influence of nonverbal languages upon mnesic activities.
APA, Harvard, Vancouver, ISO, and other styles
10

Asare, Masi. "Vocal Colour in Blue." Performance Matters 6, no. 2 (March 16, 2021): 52–66. http://dx.doi.org/10.7202/1075800ar.

Full text
Abstract:
This essay invokes a line of historical singing lessons that locate blues singers Bessie Smith and Ethel Waters in the lineage of Broadway belters. Contesting the idea that black women who sang the blues and performed on the musical stage in the early twentieth century possessed “untrained” voices—a pervasive narrative that retains currency in present-day voice pedagogy literature—I argue that singing is a sonic citational practice. In the act of producing vocal sound, one implicitly cites the vocal acts of the teacher from whom one has learned the song. And, I suggest, if performance is always “twice-behaved,” then the particular modes of doubleness present in voice point up this citationality, a condition of vocal sound that I name the “twice-heard.” In considering how vocal performances replicate and transmit knowledge, the “voice lesson” serves as a key site for analysis. My experiences as a voice coach and composer in New York City over two decades ground my approach of listening for the body in vocal sound. Foregrounding the perspective and embodied experience of voice practitioners of colour, I critique the myth of the “natural belter” that obscures the lessons Broadway performers have drawn from the blueswomen’s sound.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Singing lesson"

1

Maxfield, Lynn Milo. "Application of principles from motor-learning theory to the studio voice lesson: effects of feedback frequency on retention of classical singing technique." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1021.

Full text
Abstract:
Over the past several decades, cognitive and behavioral scientists have been researching the most effective practices for training muscles to produce specific movements consistently and accurately. That research has led to relatively wide acceptance of several best practices for the training of motor skills. One such practice is the reduction in the frequency with which augmented (external) feedback is provided by the instructor/trainer during skill-acquisition. This theory of low-frequency feedback has been examined by research in a wide variety of fields ranging from exercise and sport to voice therapy and rehabilitation. Prior to the study reported here, however, this theory had not been applied the acquisition of vocal skills associated with classical singing techniques. The current research consisted of an alternating treatment single-subject study, which was conducted on a college campus over the course of a 15-week semester. 8 college voice students (3 male and 5 female) ranging in age from 18 to 25 participated in voice lessons provided by the researcher and aimed at improving the overall quality of the voices of the participants. Over the course of the15 weeks, the instructor alternated between providing a high-frequency feedback (HFF) instruction condition and a low-frequency feedback (LFF) instruction condition. At the beginning of each session, a vocal sample was recorded to test the retention of the skills trained in the previous lesson. Those recordings were evaluated by a panel of five college voice instructors who provided a numerical score (out of a possible 100 pts.) for each sample on the basis of tone quality, breath management, and intonation. The results of this study indicated that three of the eight subjects retained more vocal skill ability during the HFF phases of the study, while the remaining five subjects retained less vocal skill ability during the HFF phases of the study. It was also seen that the three subjects who responded favorably to the HFF instruction condition were also those whose scores were higher throughout the duration of the study. These findings would appear to indicate that an HFF instruction condition may be more beneficial to more experienced or more skilled singers, while an LFF instruction condition may be more beneficial to more novice singers. In the final chapter of this report, several modifications to this study are suggested along with suggestions for future research regarding the application of other principles from motor-learning theory to the acquisition of new vocal skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Buchholz, Timothy C. "Analysis and Categorization of Selected Musical Elements within Forty-three Solo Jazz Vocal "Standards" with Pedagogical Application to Repertoire Selection and the Teaching of Jazz Concepts in the Jazz Voice Lesson." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/386.

Full text
Abstract:
While the concept of teaching jazz style to vocal students is not a new one, previous materials written on the subject have not addressed two important aspects of this process. One is the concept of selecting jazz vocal solo repertoire that is both musically and vocally purposeful and appropriate for the student. The other is how to teach stylistic concepts that will apply to both current repertoire as well as songs the student will learn in the future. This doctoral essay provides both a categorized list of solo jazz vocal repertoire as well as strategies for introducing stylistic elements of jazz into the private-lesson setting. Through a systematic analysis of jazz vocal standards, a list of repertoire selections was categorized by rhythmic style, melodic range, melodic harmony, melodic rhythm, and harmonic content. In addition, the stylistic need to add syncopations to swing songs with non-syncopated melodies was addressed. Suggestions are included on how to implement this categorized list in the music selection process for students. Furthermore, this essay provides jazz voice teachers with strategies to efficiently incorporate important aspects of jazz styles such as rhythmic feel, song form, improvisation, and harmony into the lesson setting. By showing connections between these concepts and the literature that is being taught, students can become more competent and confident within the vocal and stylistic elements of the jazz idiom.
APA, Harvard, Vancouver, ISO, and other styles
3

Patteson, Ann. "Singing a woman's life, how singing lessons transformed the lives of nine women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ45292.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tuchowski, Fanny. "Dispositifs artistiques pour les personnes âgées fragiles." Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20104.

Full text
Abstract:
La présente recherche étudie les dispositifs artistiques proposés à des personnes dépistées fragiles par l’Hôpital de Jour des Fragilités et de la Prévention de la Dépendance de la Grave à Toulouse. L’hôpital de jour encourage les patients à s’engager dans des ateliers artistiques, animés par des artistes professionnels et des institutions culturelles reconnus tant au niveau local que national. Ces dispositifs artistiques, qui ne relèvent pas de l’art-thérapie et n’ont pas de visées thérapeutiques, s’inscrivent dans une nouvelle manière de penser ces interventions. Depuis plusieurs années, un certain nombre d’études mesure les effets thérapeutiques de l’art sur la santé, mais encore très peu de recherches s’intéressent à la singularité de ce type de dispositifs artistiques, notamment en France. Cette thèse – basée sur une récolte de données de terrain – porte son attention sur l’expérience vécue des participants, le positionnement pédagogique des artistes, mais aussi sur les dimensions qui contribuent à la réussite de ces dispositifs. Pour cela, nous avons établi un protocole de recherche organisé en plusieurs temps (observation, analyse, expérimentation, modélisation), réparti sur près de 4 années. Nous avons souhaité répondre aux questions suivantes : quels effets les ateliers artistiques peuvent avoir sur le public fragile ? Quels sens et quelles valeurs ces personnes accordent-elles aux ateliers ? Les dispositifs affectent-ils les représentations des participants (de soi-même, les autres, du vieillissement, etc.) ? Quelles sont les atouts et les limites de ces dispositifs ? Cette recherche, nourrie par la théorie des dispositifs de l’École de Toulouse, est au croisement de plusieurs disciplines. Elle vise à rendre compte des différents niveaux de réalités qui composent les dispositifs, notamment au travers d’études de cas. Résolument tournée vers une co-construction du savoir entre les acteurs des dispositifs et le chercheur, cette thèse s’inscrit dans une visée de compréhension des pratiques artistiques. Nous aspirons à démontrer l’intérêt des interventions d’artistes professionnels dans les domaines de la santé, mais aussi à témoigner du rôle que peut jouer l’art pour tous les individus d’une société, quel que soit leur profil
The present research studies the different artistic devices offered to older people who have been identified as vulnerable by “L’Hôpital de Jour des Fragilités et de la Prévention de la Dépendance de la Grave” in Toulouse (The Day Hospital of Frailty and the Prevention of Dependency of La Grave). The day hospital encourages patients to commit to joining some art workshops facilitated by professional artists and by cultural institutions recognized both locally and nationally. These artistic devices that do not fall under art therapy and do not have any therapeutic goals fit into a new way of thinking those interventions.For a number of years, a number of studies have measured the therapeutic effects of art on health, however very little research has been devoted to the particularities of the type of those artistic devices, especially in France. This thesis – based on field data collection – focuses on the experience of participants, on the educational positioning of the artists and also on the required dimensions that make those devices a success. To achieve this, we have established an organized research protocol consisted of several stages (observation, analysis, experimentation, modelling.), based on almost four years. We wanted to give an answer to these following questions: What effects these art workshops might have on a frailty old people ? What meanings and what values do people place on these workshops? Do the devices affect the representations of the participants (regarding themselves, the others, the aging effects…)? What are the assets and the limits of those devices? This research, driven by the theory of the devices from l’École de Toulouse, is at the intersection of several disciplines. It aims to capture the different levels of reality, particularly through case studies. This thesis, firmly focused on the co-construction of the knowledge between the actors of the devices and the researcher, participates in the understanding of the approach to artistic practices. We aspire to demonstrate the interest of professional artistic intervention in the field of health and also to reflect the role that art can play for every individual in a society, regardless of their profile
APA, Harvard, Vancouver, ISO, and other styles
5

Lo, Wai Han. "Reproducing pleasure through rituals : the music culture of older adults and young people in Cantonese operatic singing lessons." HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1470.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Almeida, de Sa Serra Dawa Ana Sofia. "The teacher-student relationship in one-to-one singing lessons : a longitudinal investigation of personality and adult attachment." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/10363/.

Full text
Abstract:
This research investigates the longitudinal implications of the teacher-student relationship in one-to-one singing lessons. The thesis consists of two parts: in the first part the expectations and realities faced by singing students are evaluated; in the second part, a longitudinal observation of teacher-student relationship is made and complemented with personality and adult attachment psychological scales. For part one, 64 students completed qualitative and quantitative questionnaires before meeting their singing teachers and 40 students completed the study (six months after meeting that same teacher) by returning questionnaires regarding the relationship. A comparison of the students' expectations and experiences of studentteacher interactions reveal high levels of satisfaction in regard to relationship and overall singing experiences. Students' descriptions indicated that teachers are generally seen as friends which consequently increases trust and confidence bringing benefits for students' personal as well as musical development. In the longitudinal study of part two, the participants were 11 singing teachers and 54 students United Kingdom and 'Portugal. The study had three stages where participants were video recorded during their one-to-one singing lesson. These recordings were complemented with the psychological questionnaires NEO PI- R (Costa & McCrae, 1992) and Adult Attachment Scale (Collins & Read, 1990) to evaluate personality and attachment respectively. The longitudinal observation indicated that the relationships developed into becoming more personal and often included elements from the personal lives of both teacher and student. The interaction between teacher and student include a wide list of variables: personality combination, the individual background, style of attachment and many other singing aspects, suggesting that the relationship with the student could have major impact on other aspects of singing. This research has implications for practitioners concerned with matching and improving student-teacher relationships, and for researchers interested in the longitudinal factors in effective musical teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Kahlroth, Victoria. "Den skönlitterära politiska spegeln : En tematisk analys av The Grass is Singing och Disgrace." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17365.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wood, Samantha (Soprano). "Distance Learning in Singing Education: An Overview of Historical and Modern Approaches and Future Trends." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505254/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Brown, Shaun (Shaun Joseph). "Ensemble Singing in the Bel Canto Salon Repertory: A Pedagogical Reconsideration." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609069/.

Full text
Abstract:
Vocal duets have had a long history in the Western classical music tradition. Their use as a teaching resource can be traced back to the Renaissance, where duets were used for the development of singing, performance, and musicianship. In the late 19th and all of the 20th centuries, this pathway of vocal pedagogy has markedly declined. This study proposes a reintroduction of this methodology of teaching, asserting that it provides the collegiate vocal student with maximum opportunity for growth and development in terms of technique, musicianship, ensemble skills, and performance development. Four vocal duets ("La pesca," "Il brindisi," "Il gallop," and "La caccia") of Saverio Mercadante (1795-1870) serve as the point of discussion. These songs from Les soirées italiennes (C.1836), which are representative of the salon culture of the 19th century, are given detailed attention through a discussion of their pedagogical value. Since they are long out of print, a new performance edition is presented.
APA, Harvard, Vancouver, ISO, and other styles
10

Sayles, Claire Lindsey. "The Effects of Vocal Function Exercises on Aerodynamic Parameters for Children Receiving Voice Lessons." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050517336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Singing lesson"

1

Edwards, Hilma Lloyd. The singing lesson. Pen-y-Groes: Curiad, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Walter, Ehret, ed. Functional lessons in singing. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Listen and sing: Lessons in ear-training and sight-singing. New York: Schirmer Books, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Collins, Judy. Singing lessons: A memoir of love, loss, hope, and healing. New York: Pocket Books, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Singing lessons: A memoir of love, loss, hope, and healing. New York: Pocket Books, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Voice lessons: French mélodie in the belle epoque. New York: Oxford University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hertel, Richard A. Speaking and singing French: Lessons and exercises for conversational and formal pronunciation. Toronto: Captus Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hertel, Richard A. Speaking and singing French: Lessons and exercises for conversational and formal pronunciation. North York, ON: Captus Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gustafson, Wylie. How to yodel: Lessons to tickle your tonsils. Layton, Utah: Gibbs Smith, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Giese, Gayle. Music play: 25 fun lessons for pre-k through 2nd grade classes. Miami, FL: Belwin-Mills Pub. Corp., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Singing lesson"

1

Rifkin, Joshua. "Singing Josquin’s Miserere in Ferrara: A Lesson in Ficta from Bidon?" In Instruments, Ensembles, and Repertory, 1300-1600, 309–29. Turnhout: Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.bceec-eb.1.100644.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lusin, Caroline. "Lessing, Doris: The Grass Is Singing." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14164-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lease, Benjamin. "Singing Off Charnel Steps: Lessons for a Preceptor." In Emily Dickinson’s Readings of Men and Books, 67–100. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20956-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rowe, Margaret Moan. "Two Versions of a White African Girlhood: The Grass Is Singing and Children of Violence." In Doris Lessing, 13–28. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23622-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Serra-Dawa, Sofia. "The Teacher-Student Relationship in One-to-One Singing Lessons: An Investigation of Personality and Adult Attachment." In Teaching Singing in the 21st Century, 201–20. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hollands, Howard. "Blackboard Singing in the Dead of Night: Object Lessons in the Art Room." In Art and Soul: Rudolf Steiner, Interdisciplinary Art and Education, 77–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17604-4_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sarantou, Melanie, and Satu Miettinen. "Creative tourism as a strategic approach for decolonial thinking and doing in Namibian tourism." In Creative tourism: activating cultural resources and engaging creative travellers, 205–16. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0027.

Full text
Abstract:
Abstract This chapter explores how creative tourism can be applied as a strategy for decolonization, inclusion, and participation. Creative tourism is about engaging tourists in activities that stimulate them to use their creative potential (Runco and Acar, 2012) and confidence (Kelley and Kelley, 2013) in a cultural tourism setting. Creative tourism can occur through either total immersion in cultural activities, for example singing, craft production, painting, or through less interactive roles, such as being spectators in a concert, museum, or more informal cultural settings, for example, community theatres or cultural events.
APA, Harvard, Vancouver, ISO, and other styles
8

"A Writing Lesson." In Singing the Classical, Voicing the Modern, 192–244. Duke University Press, 2006. http://dx.doi.org/10.1215/9780822388050-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"5. A Writing Lesson." In Singing the Classical, Voicing the Modern, 192–244. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822388050-009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"La Leçon De Chant :: The Singing Lesson." In Treason, 156–57. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300162981-075.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Singing lesson"

1

Savona, Annamaria. "ANALYSING LESSON-BASED INTERVIEWS USING THE LESSON ACTIVITIES MAP (LAMAP) AS A VISUAL TOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end100.

Full text
Abstract:
During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should not be separated from the lesson content. The central question guiding this analysis is: How can the analysis of a lesson-based interview be combined with the video analysis of the lesson itself? We present a visual system to combine the analysis of interviews and videos. This system involves the use of the Lesson Activities Map (LAMap) – the transcript of the class singing lesson – based on the methodology developed in the Song Leading project. During the thematic analysis of the interviews, the LAMap is a visual tool that allows the researchers to systematically describe the lesson moments that were the starting points of the teachers' reflections. In addition, LAMap is a visual tool for collecting initial codes and identifying relationships between potential interview themes. The implications of the use of a visualisation system for lesson-based interview analysis are an added value for the coherence of case study interpretation. The paper contributes to research in education by providing concrete examples of how to make a qualitative analysis process explicit.
APA, Harvard, Vancouver, ISO, and other styles
2

Lord, Victoria M., Victoria Hume, Phoene Cave, Lizzie J. Flude, Julia L. Kelly, and Nicholas S. Hopkinson. "Effect Of Singing Lessons In Patients With COPD – A Randomised Controlled Trial." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a5134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Salehin, G. M. Nazmus, and Md Shahjahan. "A Recommender System for Music Less Singing Voice Signals." In 2019 4th International Conference on Electrical Information and Communication Technology (EICT). IEEE, 2019. http://dx.doi.org/10.1109/eict48899.2019.9068820.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Borchard, Beatrix. ""Frau Klara Schumann der besten Sängerin."." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.81.

Full text
Abstract:
It is well known that Clara Schumann was educated by her father Friedrich Wieck who published his pedagogical essay Clavier und Gesang in 1853. What is less known is that Clara Schumann was not only trained as a pianist, but also as a singer. Furthermore, she had a deep affinity to singers throughout her life. Her own singing competence, her singendes Spiel and the dialogue between Clavier und Gesang – piano and song – which characterized her programme, is also reflected in the piano arrangements of Clara Schumann’s songs.
APA, Harvard, Vancouver, ISO, and other styles
5

Anokhina, Olga, Vitaly Fralenko, Mikhail Khachumov, Vyacheslav Khachumov, and Maria Shustova. "Singling out ischemic lesion zones and transplanted mesenchymal stem cells in the rat brain MRI." In 2018 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2018. http://dx.doi.org/10.1109/bibm.2018.8621303.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nakahira, Katsuko T., Miki Akahane, and Yukiko Fukami. "The Effectiveness of and Issues Relating to Remote Non-Face-to-Face Lessons on Singing with Simultaneous Piano Self-Accompaniment." In 2009 International Conference on Biometrics and Kansei Engineering, ICBAKE. IEEE, 2009. http://dx.doi.org/10.1109/icbake.2009.35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Syeilendra and Budiwirman. "Explicit Instruction In Unisono Singing Lessons in Class VII Public Junior High School (Sekolah Menengah Pertama-SMPN) 1 Padang Panjang." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Belfroid, S. P. C., H. J. C. Korst, P. van Beek, K. Lunde, I. G. Eidsvik, F. Hansen, and B. Olsen. "Singing Mitigation in an Export Riser via Liquid Injection: A Field Case Study." In ASME 2014 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/pvp2014-28533.

Full text
Abstract:
Flexible Risers are prone to the generation of high amplitude tonal noise, i.e. a so-called singing riser. Recently, severe vibrations and high noise levels were encountered on the turret of an FPSO in the Norwegian Sea, resulting in significantly reduced production. The vibrations could be attributed to pulsations generated either by a flexible jumper (connecting topside to turret), the gas lift riser or the gas export riser. Field measurements showed that the most likely source was the 10 inch gas export riser. Due to the vibrations, a reduced production limit was set. A field measurement campaign was started to inject liquid into the export risers to provisionally increase production, while in the meantime permanent solutions were evaluated and installed. Liquid was injected batch wise and continuously. The main field trial was initiated by a batch of MEG (mono ethylene glycol) (2 times 500 liters) followed by continuous injection of small amounts of MEG. Between settling periods, the gas export rate was increased in steps until vibrations were detected. At detection, the MEG injection rate was increased until vibrations/pulsations disappeared, after which gas export was increased again. This process was repeated to maximum gas flow rate, after which the liquid injection and gas export were similarly stepwise decreased. During this test, the gas export could be increased tenfold with moderate liquid injection rates (up to a maximum of 25 l/hr). Similar tests were done with TEG as injected fluid. However, TEG was far less efficient in suppressing the singing. This is attributed to the higher viscosity of the TEG at the injection temperatures and the method of injection.
APA, Harvard, Vancouver, ISO, and other styles
9

Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.

Full text
Abstract:
Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Singing lesson"

1

Mosha, Devotha B., John Jeckoniah, Aida Isinika, and Gideon Boniface. The Influence of Sunflower Commercialisation and Diversity on Women's Empowerment: The Case of Iramba and Mkalama Districts, Singida Region. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/apra.2021.014.

Full text
Abstract:
There is a growing body of literature that argues that normally women derive little benefit from cash crops. Some of the barriers leading to women having less benefit from cash crop value chains include cultural norms and power differences in access to, and control over, resources among actors in value chains. It is also argued that women’s participation in different forms of collective action help women to increase benefits to them through their increased agency, hence enabling them to utilise existing and diverse options for their empowerment. This paper explores how women have benefited from their engagement in sunflower commercialisation and how culture has influenced changes in access to, and control over, resources, including land, for their empowerment.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Singing lesson' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography