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Teacher Views on Teacher Voice TEACHER VIEWS ON TEACHER VOICE: ELEMENTARY MUSIC TEACHER PERCEPTIONS OF VOICE USE IN THE WORKPLACE by Kimberly Jean Stephenson Dissertation Committee: Professor Jeanne Goffi-Fynn, Sponsor Professor Harold Abeles Approved by the Committee on the Degree of Doctor of Education Date 17 October 2018 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2018 ABSTRACT TEACHER VIEWS ON TEACHER VOICE: ELEMENTARY MUSIC TEACHER PERCEPTIONS OF VOICE USE IN THE WORKPLACE Kimberly Jean Stephenson Teachers represent a large portion of professional voice users in the United States and the development of poor vocal health has related to their work. Elementary music educators are expected to use their voices in both speech and song and are vocally active for much of their workday. This study investigates elementary music teachers’ conceptualization of their voices, what personal and professional value teachers place upon their voices, and how vocal health may affect, support, or detract from their careers. In this multiple case study conducted with three participants, a questionnaire addressed background demographics for the teacher and information regarding the music program. An interview collected more in depth data on thoughts and perceptions of voice use. Teachers completed the Voice Handicap Index and Singing Voice Handicap Index and each teacher was observed for one full workday. Vocal professionalism and caring for the voice’s professional use vary in definition and importance from teacher to teacher. Participants seem more conscious of their physical health than other aspects of professional vocal demand. Participants described themselves as vocal professionals while also engaging in behaviors which did not consistently support sustainable vocal health or hygiene. While each teacher viewed their voice as a professional tool, none had received training in the care of their voices, in what to do if their voice was injured, or in how to use their voices safely while teaching. Each teacher reported mild to no voice handicap on both the Voice Handicap Index and the Singing Voice Handicap Index. This may reflect some degree of label avoidance. Teachers at the elementary level of music come from diverse backgrounds and teach in widely varying circumstances. Teachers may hold some information on vocal health but may not have been trained in how to use the voice while teaching and may develop habitual practices which are not conducive to a career of healthy vocal production. Increased attention is indicated for the populations who professionally use their voices in both speech and song. © Copyright Kimberly Jean Stephenson 2018 All Rights Reserved ii ACKNOWLEDGEMENTS It is said, “It takes a village to raise a child.” It also takes a village to complete a doctorate. Thanks to my husband, Kevin, for his support – financial, technological, physical, emotional, spiritual. My daughter, Kyren, for loving me through all the iterations of “It won’t be like this forever.” If I can do this, you can do anything. To the memory of my grandparents, I feel you with me. Grams, so much of this is for you. My sponsors, Jeanne and Hal, for their time and attention. To Lori Custodero for suggesting a clever yet accurate title for this study. Love to my parents who took a weird child and created a functioning adult, my In-Laws for cheering me on, and my sister, Leilani, who loved me even as she changed and grew herself. To Karl and Belinda who opened their home and April who listened. Patty: boss and friend. Thank you for supporting me and always finding a way to make it WORK, even when you had to stretch the rules. To my women’s circle: thanks for asking how I was, commiserating, and then telling me, “You can sleep a month from now” so get it done. Finally, I wish to thank an institution which asked me if I wasn’t too old to undertake a doctorate. I reflected: was I too afraid to take on this level of study with this level of risk at this stage in life? Or was I too content, too comfortable to change? I decided to grow. No one is ever too old to rise to the occasion and come out stronger. K. J. S. iii TABLE OF CONTENTS Page Chapter I – INTRODUCTION.…….……………………………………………………..1 Rationale…………………….…………………………………………………….3 Problem Statement...……….………………………..…………………………….7 Purpose.………….……….……………………………………………………......9 Limitations...…….……….……………………………………………………......9 Research Questions...…….………………………………………………………11 Conceptual Framework....………………………………..………………………13 Definition of Key Terminology.…………….…………………………………...13 Conclusion………………...……………………………………………………..13 Chapter II – LITERATURE REVIEW....……………………………………………......15 Introduction ……………………………...……………………..…………...…...15 International Focus upon Occupational Risk ……………………..…………......18 Defining and Describing Poor Vocal Health…….………………………….…...19 Risk Factors for Teachers..………………………………………………...…….20 Guidelines……………..…………….…………………………………...………26 Data and Reporting…………..…………………………………………..27 The Music Teacher’s Voice……………………………………………...28 A Population at Risk...…………………………………………………...……...29 Views on Voice...………………………………………………………...30 Issues of Perception....…………………………………………………...31 If Teachers Were Aware..…………………….……………...…………..32 Voice Training..………...…..……………………………………………34 Prevalence………………………………………………………………………..35 Teachers versus Non-Teachers..............………………………………....37 Female versus Male…….……………………………………………......38 Acknowledgement and Reporting..……………………………………………...40 Music Education…..……………………………………………………………..41 Undergraduate Population……………..……………………………......43 Teachers of Music versus Classroom Teachers.……………………..….45 The Voice Handicap Index (VHI) & Singing Voice Handicap Index (SVHI)…..47 Conclusion……...………………………………………………………………..52 Chapter III – METHODOLOGY.......……………………………………………………54 Introduction ……………………………...……………………..…………...…...54 Purpose...…………………………………………………………………………54 Rationale...……………………………………………………………………….55 Research Approach….…………………………………………………………...56 Participants……………..…………………………………………………….......58 Gaining Access to Districts…………………...………………………...59 iv Gaining Access to Teachers…………………...………………………..61 Data Collection Timeline..……………………………………………………….63 Data Collection Approaches.…………………………………………………….64 Data Collection….....…………………………………………………………….66 The VHI & SVHI…..……………………………………………………………67 Positionality……………………………………………………………………...69 Ethical Responsibility...………………………………………………………….69 Exploratory and Pilot Studies..…………………………………………………..71 Plan of Analysis…...………....…………………………………………………..72 Label Avoidance…..………....…………………………………………………..77 Summary…………………......………………………………………..……........77 Chapter IV – PRELIMINARY FINDING….……………………………………………77 Introduction ……………………………...……………………..…………...…...79 Case study: Cougar Elementary...…………….………………………………….80 Cougar’s Music Room.……………...…………………………………...85 Samuel Larken....…………………………………………………….......81 The Day Begins………...……………..……...………………………......83 Observations of Voice Use.…..……………...………………………......86 Descriptions of Professional Voice Use.......…………………………….91 Vocal Professionals...…………………………………………………….92 Professional Demands.…………………………………………………...94 The Lombard Effect ……..………………………………………………96 Physical Health...….......………………………………………………....97 Frustration…………......………………………………………………....98 Quality of Life..……..…………………………………………………....98 Hoarseness…………..………………………….......................................98 Illness and Working…...………………………………………………....99 Vocal Health Training..………………………………………………....100 Case study: Dover Elementary....……….……………………………….……...100 Dover’s Music Room……...……...…………………………………….101 Meghan Newsome……......………………………………………….....102 The Day Begins……………...………..……...………………………....105 Observations of Voice Use.…..……………..……………………….....106 Descriptions of Professional Voice Use.……..………………………...113 Vocal Professionals...…………………………………………………...115 Professional Demands…………………………………………………..115 The Lombard Effect….…………………………………………………116 Physical Health……....………………………………………………....117 Illness and Working.....…………………………………………………117 Frustration…………....………………………………………………....117 Quality of Life......…....………………………………………………....118 Hoarseness……………………………………...………………………118 Vocal Health Training......……………………………………………....119 Case study: Gardendale Elementary...………………………………………….119 Gardendale’s Music Room....……………….………………………….120 v Gardendale’s Gymnasium..………………….………………………….121 Nance Trudell.....……………….……………………………………….123 The Day Begins……...………………..……...………………………....125 Observations of Voice Use.…..……………...………………………....126 The Sing-a-long Set List…….……..……..……………….…………....128 Descriptions of Professional Voice Use...……………………………...134 Vocal Professionals...…………………………………………………...136 Professional Demands.………...………………………………………..137 The Lombard Effect..…...………………………………………………138 Physical Health……....………………………………………………....139 Frustration……………………………………………………………....139 Quality of Life..……....………………………………………………....140 Hoarseness…………...………………………………………………....140 Illness and Working.....………………………………………………....140 Medical Treatment…………………………...………………………....141 Vocal Health Training......……………………………………………....141 Summary…………………......………………………………………………....142 Chapter V – DISCUSSION..…....…………………………………………………….143 Introduction…..….……………………………………………………………..143 Discussion.…….………………………………………………………………..144 Research Question 1.……………………………………………………...…....145 The Voice as a Tool……………..………………………………….......145 Descriptions of Professional Voice Use…….……………………….....146 Vocal Professionals…………………...………………………...............152
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