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Relevant bibliographies by topics / Singing – Study and teaching

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Journal articles

Academic literature on the topic 'Singing – Study and teaching'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Singing – Study and teaching"

1

Cheng, Hao, Hao-ze Zhong, and Ke-cheng Ben. "Study on the Application of Digital Information Technology in Music Teaching." Mobile Information Systems 2022 (March 22, 2022): 1–9. http://dx.doi.org/10.1155/2022/2816848.

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In order to deal with the great challenge of the arrival of information society to the traditional music teaching concept and practice, an overview of the teaching ability structure of music normal students supported by information technology is put forward. The changes in the structure of teaching ability caused by information technology are analyzed, that is, to analyze the cultivation of teaching ability of music normal students by integrating music subject knowledge with information technology platform and promoting relevant elements in combination with teaching activities. By using Fitzge

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2

Ujvárosi, Andrea. "Foreign Language Interpretation in Teaching Soloist Singing." Central European Journal of Educational Research 3, no. 1 (2021): 75–89. http://dx.doi.org/10.37441/cejer/2021/3/1/9354.

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The problems of singing in the original language have become a special feature of the soloist training in the Central and Eastern Europe. The linguistic aspects of soloist training is put to the test by international expectation that regards authentic singing in the original language as a natural part of professional efficiency. In this present paper we are looking for the answers to two questions. First, we examined what factors determine the choice of the language for vocal interpretation. Our second goal is to give an overview of a specific segment of today’s Hungarian students’ population

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3

Hedden, Debra G. "Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing." International Journal of Music Education 38, no. 4 (2019): 593–612. http://dx.doi.org/10.1177/0255761419888015.

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The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data fr

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4

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 (2013): 347–67. http://dx.doi.org/10.1017/s0265051712000551.

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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

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5

Lim, Eun-Jung. "A Study on the Development of a Teaching Model for Singing." Korean Society of Music Education Technology 32 (July 16, 2017): 1–20. http://dx.doi.org/10.30832/jmes.2017.32.1.

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6

이영화. "A Study of Singing Teaching Methodologies for Male Adolescents at Puberty." Journal of Research in Curriculum Instruction 15, no. 2 (2011): 577–601. http://dx.doi.org/10.24231/rici.2011.15.2.577.

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7

Mellor, Liz. "An investigation of singing, health and well-being as a group process." British Journal of Music Education 30, no. 2 (2013): 177–205. http://dx.doi.org/10.1017/s0265051712000563.

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The aim of this paper is to explore perceptions of singing as a group process deriving from two research studies: (i) Study 1: CETL (Centre for Excellence in Teaching and Learning): C4C (Collaboration for Creativity) Research Project called Singing, Health and Well-being and (ii) Study 2: iSING. The studies consider singing in relation to health and well-being, personal ‘stories’ of singing which acknowledge the self in the process of research, and the effective use of presence in training using a lens developed from Gestalt psychotherapy. The research questions are: (a) What is the relationsh

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8

Fahey, Hannah. "Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland." International Journal of Music Education 39, no. 3 (2021): 301–12. http://dx.doi.org/10.1177/0255761421991247.

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Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose of this study was to further understand voice teacher perceptions of these shifts in pedagogical culture. This research questioned how classically trained teachers of singing negotiate teaching acr

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9

Swain, Nicola, and Sally Bodkin-Allen. "Can't sing? Won't sing? Aotearoa/New Zealand ‘tone-deaf’ early childhood teachers’ musical beliefs." British Journal of Music Education 31, no. 3 (2014): 245–63. http://dx.doi.org/10.1017/s0265051714000278.

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Singing is an important part of teaching for early childhood teachers. However, some teachers find this difficult and may even identify themselves as ‘tone-deaf’. We invited a group of early childhood teachers who self-identified as ‘tone-deaf’ to participate in a study to investigate their beliefs and behaviours about singing and musicality. Both quantitative and qualitative data were collected from 40 participants via a questionnaire. Results indicate that these teachers considered themselves to be unmusical and revealed negative feelings towards singing. They showed a general self-conscious

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10

Czajkowski, Anne-Marie Louise, Alinka Elizabeth Greasley, and Michael Allis. "Mindfulness for Singers: A Mixed Methods Replication Study." Music & Science 4 (January 1, 2021): 205920432110448. http://dx.doi.org/10.1177/20592043211044816.

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Objectives: Mindfulness has been explored in the clinical and educational fields but has rarely been studied in the music domain. This study investigated the effects of teaching eight-week Mindfulness for Singers courses on vocalists’ music education and performance. Methods: A mixed methods approach was utilized, which included controlled and randomized controlled trials using standardized and novel mindfulness measures pre- and post-intervention, interviews post-intervention and three months later, concurrent diaries, and a blinded teacher study. Participants included singing students (total

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