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The Effects of Vocal Exercises and Information About the Voice on the Tone Quality and Vocal Self-Image of Adolescent Female Singers

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The Effects of Vocal Exercises and Information About the Voice on the Tone Quality and Vocal Self-Image of Adolescent Female Singers THE EFFECTS OF VOCAL EXERCISES AND INFORMATION ABOUT THE VOICE ON THE TONE QUALITY AND VOCAL SELF-IMAGE OF ADOLESCENT FEMALE SINGERS by KENNETH LYMAN SIPLEY, B.M.E., M.M.E. A DISSERTATION IN FINE ARTS Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved August, 1993 V Copyright 1993, Kenneth Lyman Sipley ACKNOWLEDGMENTS There are many people who have had a share in whatever success results from this project. Julie Rhodes, Candy Sisson, and Roland Nitcher deserve many thanks for making their students available for my research, and for putting up with my many interruptions of their choral programs. David Coons' assistance in setting up the statistics program is much appreciated. Barbi Dickensheet is not only a capable proofreader, but much more. Her kindness, her friendliness, and her willingness to help made my work much easier. The many hours the members of my committee spent helping me revise and polish this document provided perhaps the most significant experience in my degree program. Dr. Paul Randolph's help with statistics was invaluable. Dr. Richard Weaver and Dr. John Stinespring provided valuable points of view. Dr. Robert Henry taught me that an advisor can also be a friend. The hours spent discussing choral and vocal techniques with Dr. Kenneth Davis have helped me clarify my beliefs and knowledge in these areas, and have helped make me a better choral director, voice teacher, and singer. Above all, Dr. Donald Tanner's guidance and friendship have been a source of inspiration both in my work and in my life. To all these gentlemen I offer a heartfelt thank you, and more gratitude than I can ever express. For my parents and first teachers, Jessie and Clifton Sipley, whose faith has given me strength to get through some very difficult times, no expression of thanks could ever be enough. I still profit from the lessons they taught so lovingly and so well. Finally, I would like to express my gratitude and love to my wife, Mary. This is her degree as much as it is 11 mine. Without her comfort, support, and love the past three years would have been impossible. Ill TABLE OF CONTENTS ACKNOWLEDGMENTS ii ABSTRACT vi LIST OF TABLES vii CHAPTER I. INTRODUCTION 1 Background and Rationale for the Study... 1 Purpose of the Study 6 Research problems 7 Description of the Study 7 Definitions 9 Organization 10 Limitations 11 II. REVIEW OF RELATED LITERATURE 12 Introduction 12 Voice Mutation in Adolescents 13 Voice Mutation in Males 14 Voice Mutation in Females 15 Singing as a Physical Activity 19 The Classification of Adolescent Female Voices 20 Vocal Models 24 Vocal Abuse 25 Developing the Voice 28 The Choral Director as Voice Teacher 28 The Aims of Vocal Instruction 30 The Sequence of Categories in Vocal Development 33 Posture 35 Breath Management 36 Relaxation 38 Phonation 39 Resonance 39 Registration 41 iv Articulation 44 Therapy and Exercises 45 The Application of Knowledge to Vocal Instruction 48 The Use of Science and Imagery in Vocal Instruction 50 Ill METHODOLOGY OF THE STUDY 53 Vocal Principles on Which This Study is Based 53 Hypotheses 53 Pilot Study 55 Methodology of the Main Study 58 IV. RESULTS 63 Student Attitudes 63 Tone Quality 64 V. DISCUSSION AND CONCLUSIONS 74 Discussion 74 Student Attitudes 74 Tone Quality 75 Conclusions 78 Summary 82 Student Attitudes 82 Tone Quality 85 Suggestions for Further Research 86 REFERENCES 87 APPENDICES A. PRINCIPLES OF VOCAL DEVELOPMENT WHICH FORM THE BASIS OF THE STUDY 102 B. OPEN-ENDED SENTENCE QUESTIONNAIRE USED IN THE PILOT STUDY 109 C. STUDENT ATTITUDE SURVEYS 112 D. EXERCISES TESTED IN THE PILOT STUDY 127 E. CALENDAR OF STUDY 136 F. EXERCISES USED IN THE MAIN STUDY 141 G. VOCAL TEST EVALUATION FORM AND INFORMATION ON JUDGES 150 H. STATISTICAL INFORMATION 153 I. CONSENT FORMS 168 v ABSTRACT The purpose of this study was to determine the effects of vocal exercises and knowledge about the voice and the vocal development process on the tone quality and vocal self-image of adolescent female singers. The three levels of treatment were: vocal exercises, information (knowledge), and a combination of exercises and knowledge. Thirty-eight eighth grade students from a West Texas junior high school participated in the study. Subjects were randomly divided into four subgroups including a control group. All subjects were given a student attitude survey and a vocal test prior to the beginning of treatment. Each subgroup received a different treatment. Subgroup 1 received no treatment (control). Subgroup 2 received a program of vocal exercises. Subgroup 3 received information about the voice (knowledge). Subgroup 4 received a combination of exercises and knowledge. At the conclusion of the treatment period, all subjects were once again given a student attitude survey and vocal test. The vocal tests were taped (both pretest and posttest). Five judges evaluated the recordings. Analyses of data using t-tests and ANOVAs were undertaken to determine if differences existed in tone quality and self image between pretests and posttests. Results indicate that the treatment given to Subgroup 4 (a combination of exercises and knowledge) produced a significant difference in the subject's attitudes toward their singing voices. Analysis of the judges' evaluations of the taped vocal tests showed no statistically significant differences for the whole group, or for any subgroup or individual measure. Subgroup 2 showed a slight percentage increase on some measures. Individual subjects showed marked improvement. vi LIST OF TABLES 1. A Comparison of the Mean of the Pretests to the Mean of the Posttests for the Total Group 66 2. T-tests (LSD) Showing the Lower Confidence Limit, the Upper Confidence Limit of the Mean Differences Between Subgroups 67 3. Subgroup 1 Measures for Individual Categories 67 4. Subgroup 2 Measures for Individual Categories 68 5. Subgroup 3 Measures for Individual Categories 68 6. Subgroup 4 Measures for Individual Categories 69 7 . Comparison of the Judges ' Scores 69 8. Comparison of the Means of the Judges' Ratings Among Subgroups 69 9. Comparison of the Means of the Judges' Ratings Among Categories 69 10. Comparison of the Means of the Judges' Ratings Among Students 70 11. Interactive Effect Between Judges and Categories....70 12. Interactive Effect Between Judges and Subgroups 70 13. Interactive Effect Between Subgroups and Categories 70 14. Correlation Between Pretest and Posttest Ratings by Judges. The Upper Value is the Correlation; the Lower Value is the p-Value 71 15. T-tests (LSD) Showing the Lower Confidence Limit, the Upper Confidence Limit, the Difference Between the Means (Pretest to Posttest), and the Significant Differences Between Subgroups (Judges' Ratings) 71 16. Comparison of the Judges to Each Other 72 17. Comparison of the Judges' Ratings of Categories 72 18. T-tests of Judges' Ratings for All Subgroups 73 vii H.l Student Attitude Survey Test Results: Pretest 156 H.2 Student Attitude Survey Test Results: Posttest 157 H.3 Student Attitude Survey Test Results: Differences Between Pretests and Posttests 158 H.4 Vocal Test Results: T-Tests of Differences for All Judges 162 H.5 Vocal Test Results: T-Tests of Differences for Judge 1 163 H.6 Vocal Test Results: T-Tests of Differences for Judge 2 164 H.7 Vocal Test Results: T-Tests of Differences for Judge 3 165 H.8 Vocal Test Results: T-Tests of Differences for Judge 4 166 H.9 Vocal Test Results: T-Tests of Differences for Judge 5 167 Vlll CHAPTER I INTRODUCTION Background and Rationale for the Study Adolescence is a time of many changes, ''... an intense time of becoming... replete with the raging fires of puberty, dynamic change, and remarkable growth" (Nuss, 1993, p. 37). During these years, young people change physically and emotionally, as well as in their orientation to their environment. ''This process is often traumatic and involves throwing off the vestments of childhood and learning how to fit into those of adulthood" (Nuss, 1993, p. 37). All of these changes can affect an adolescent's attitude toward music. Physical growth is obvious during adolescence, as there is an acceleration of the changes which have been occurring since birth. Whereas in the early grades, most children are approximately the same height, during adolescence there are vast differences in height among young people in the same grade. Secondary gender characteristics appear—breast development in females, facial hair in males, and body hair in both. During this period of rapid growth, there is often an awkwardness in the coordination of young people. Since singing is an activity involving muscle movement, this lack of coordination affects the voice as well. It was long thought that female voices did not change. We now know that, since the larynx grows along with the rest of the body, change does occur (Harrison, 1978). While the change in females is not as dramatic as in males, it may be just as traumatic for the adolescent female as for her male counterpart. The world of the adolescent expands significantly. In the early grades a child's environment is defined by home. school, and the homes of a few friends and relatives. Throughout the later grades, junior high school, and high school, young people develop a larger circle of friends with whom they spend more time. Their mobility increases as they become responsible for their own transportation, first on bicycles, in some cases on public transportation, and, eventually, in automobiles, driven either by themselves or by peers. While family members and teachers do not completely lose their influence over adolescents, young people grow more cognizant of their peers, and other adults outside school and home, and may be swayed by new opinions and standards.
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