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Existentialism and Vocal Instruction in Higher Education University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2013-12-09 Existentialism and Vocal Instruction in Higher Education Boddie, Susan Boddie, S. (2013). Existentialism and Vocal Instruction in Higher Education (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/26038 http://hdl.handle.net/11023/1181 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Existentialism and Vocal Instruction in Higher Education by Susan Alexandra Boddie A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE DIVISION OF EDUCATIONAL RESEARCH CALGARY, ALBERTA NOVEMBER, 2013 ©Susan Alexandra Boddie 2013 Abstract This study explores the source of inconsistent and unemotional performances by voice students in higher education music programs. The emphasis will be on how to address this through vocal instruction. Many varying approaches to vocal instruction exist in higher education programs which appear to prolong inconsistency and unengaged performing. The research explores several existentialist principles of Jean-Paul Sartre and how these principles may inform and enhance current vocal teaching practice in higher education and perhaps better prepare new voice teachers. The following study will consider the effectiveness of the application of Sartre’s existentialist principles and how they may inform vocal instruction and improve vocal development. Keywords: vocal instruction, freedom, responsibility, facilitation, artistry ii Acknowledgements A special acknowledgement is extended to my incredible supervisor Dr. Dianne Gereluk, who has acted as an impeccable supervisor, advocate, advisor, mentor and role model on my doctoral journey. I also wish to thank my other committee members, Dr. Ann Calvert and Dr. Ian Winchester who have helped clarify key issues that I encountered during my research study and have supported me throughout the process. As well, I wish to thank my other exam committee members. I also wish to say a special thanks to my parents Dr. Charles and Mrs. Mary Boddie for their endless support, patience and valuable advice throughout my many years of music study and whose tireless support continued during my doctoral studies. I also thank so many supportive people such as Sheila, James & Matt, Mary Jane, Meagan, Carol, Ginny, Patricia, John, Katie, Ali, Nalani, my teaching colleagues, my students, family members, and classmates from the University of Calgary that have encouraged me during my coursework and research. Other important teachers, individuals and organizations to mention are Mr. Gwent Lewis, Ms. Mary O’Neill, Dr. Andrea Rose, Ms. Patricia Misslin, Dr. Margaret Patterson, Janet Hull, Jagger, copy editor Jennifer Parsons, Mount Saint Vincent University Library Circulation Desk Staff, Acadia University School of Music colleagues, my entire voice studio at Acadia University, and the Blomidon Inn. And finally thanks to Jean-Paul Sartre, whose writings helped me clarify the framework for my teaching approach. iii Dedication This study is dedicated to all musicians, and music instructors. To those that foster continued passion for the arts, and in particular to singers iv Table of Contents Abstract……………………………………………………………………………………………ii Acknowledgements………………………………………………………………………………iii Dedication………………………………………………………………………………………...iv Table of Contents………………………………………………………………………………….v CHAPTER ONE: INTRODUCTION...………………………………………….……………..1 1.1 Contextual Background and Need for Study.…………………………………………1 1.2 Problem Statement…………………………………………………………………….3 1.3 Statement of Purpose………………………………………………………………….8 1.4 Research Question…………………………………………………………………….9 1.5 Significance of the Study…………………………………………………………...…9 CHAPTER TWO: REVIEW OF THE LITERATURE…………………………….……….12 2.1 National Schools of Singing…………………………………………………….…...12 2.1.1 The Soprano Voice………………………………………………………...14 2.1.2 The Mezzo-Soprano and Contralto Voices………………….…….….....…24 2.1.3 The Tenor Voice…………………………………………………………...26 2.1.4 The Baritone and Bass Voices…..................................................................31 2.1.5 Summary……………………………………………………………….…..33 2.2 Pedagogical Approaches in Higher Education Institutions………………………….35 2.2.1 Vocal Science and Anatomy…………………………………………….....38 2.2.2 Imagery and Imagination…………………………………………………..53 2.2.3 Natural Approach………………………………………………………......60 2.2.4 Holistic Approach……………………………………………………….....67 2.2.5 Contemporary Approaches………………………………………………...74 2.3 Further Critique………………………………………………………………............85 2.4 Conclusions…………………………………………………………………………..89 CHAPTER THREE: EXISTENTIALISM: DEFINITIONS AND APPLICATIONS…....91 3.1 Introduction…………………………………………………………………………..91 3.2 Theoretical Framework and Overview of the Existential Philosophy of Jean- Paul Sartre……………………………………………………………………………..…92 3.2.1 Overview of Several Existentialist Principles of Jean-Paul Sartre…….......98 3.3 Existentialism, Education and Effective Vocal Instruction………………………...111 3.3.1 The Application of Existentialism to General Education………………...113 3.4 Responsibility and Freedom in the Student-Teacher Relationship…………………119 3.4.1 Responsibility………………………………………………………….....119 3.4.2 Freedom………………………………………..........................................129 3.5 Conclusions…………………………………………………………………………136 v CHAPTER FOUR: METHODOLOGY AND METHOD…………...…………………….138 4.1 Introduction…………………………………………………………………………138 4.2 Existentialism and a Hermeneutic Phenomenological Framework………………...139 4.3 Research Method…………………………………………………………………...146 4.4 Limitations……………………………………………………………………….....153 4.5 Generation of the Themes of Lived Experience…………………………………....154 4.6 Identification of the Themes………………………………………………………..159 CHAPTER FIVE: FINDINGS AND ANALYSIS………..………………………….……...160 5.1 Introduction of the Themes……………………………………………………........160 5.2 Awareness…………………………………………………………………………..161 5.3 Resistance…………………………………………………………………………..165 5.4 Fear and Anguish…………………………………………………………………...169 5.5 Acceptance………………………………………………………………………….175 5.6 Becoming…………………………………………………………………………...183 5.7 Conclusions of the Themes…………………………………………………………195 CHAPTER SIX: CONCLUSION…………………………………………..……………......199 6.1 Implications for Higher Education………………………………………………….198 6.2 Final Conclusions…………………………………………………………………..201 REFERENCES……………………………………………………………………………...…204 vi Chapter 1: Introduction 1.1 Contextual Background and Need for Study As a vocal performance undergraduate student, I was frequently frustrated and discouraged by the inconsistent quality of my singing, since often I sounded like a different person in weekly lessons and daily practice. Meribeth Bunch Dayme (2005) states, “Aesthetically, the most important aspect of the voice is resonance, which comes mainly from the pharynx, a part of the vocal tract” (p. 68). It is disconcerting for a singer to not be able to achieve a consistent resonant singing tone. I remained unaware of how to mitigate this inconsistency until I pursued a master’s degree and studied with renowned vocal pedagogue Patricia Misslin. Her approach, while somewhat holistic, was more of a natural approach, which will be defined in the literature review. She attempted to instruct her students to sing independently. As part of a research study for her doctoral dissertation, Jenny Dufault (2008) examined the teaching philosophy of my former teacher. She surveyed the top percentage of metropolitan opera competition finalists and winners, researching and interviewing the three teachers who taught the majority of the winners. She observed that Misslin let the students find their own sound. She did not address tension or registers in the voice; instead, she used an approach of rhythm and movement and a positive learning environment in her lessons to help students discover their sound, and she focused on the feeling and experience of each voice. This is how Misslin instructed me while I studied at the Manhattan School of Music in New York City. As I began my own teaching career and throughout many years of teaching, I utilized some of the ideas instilled in me by Misslin. However, I also explored the idea of instructing using an even more holistic singing approach that addresses the complete singer and views the student as an individual. The terms “holistic” and “wholistic” are often used interchangeably. 1 For the purpose of this research study, the term “holistic” as it applies to education will be utilized. A holistic approach to education is one that aims to develop the emotional, spiritual, moral and psychological elements of the student, including the experience (Miller, 2007). In my daily teaching practice, I aid students in discovering their individual sound, breath support, and tension-free singing, striving to foster artistic performances by freeing students of the restrictions they often feel when unable to sing consistently. I attempt to instill responsibility and accountability in my students and expect them to take an active role in building technique and ownership of their voices. There
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