Internal Aspects of Flute Technique: a Mixed-Method
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INTERNAL ASPECTS OF FLUTE TECHNIQUE: A MIXED-METHOD INVESTIGATION OF TEACHING STRATEGIES AND THEIR EFFECTIVENESS by Carol Miriam Hohauser-Nizza Dissertation Committee: Professor Harold Abeles, Sponsor Professor Jeanne Goffi-Fynn Approved by the Committee on the Degree of Doctor of Education Date 13 February 2013 . Submitted in partial fulfillment of the Requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2013 UMI Number: 3554424 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3554424 Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 ABSTRACT INTERNAL ASPECTS OF FLUTE TECHNIQUE: A MIXED-METHOD INVESTIGATION OF TEACHING STRATEGIES AND THEIR EFFECTIVENESS Carol Miriam Hohauser-Nizza Research into studio instrumental teaching has begun to determine the broad qualities indicative of effective teaching, however there is a need to assess the effectiveness of strategies as they are applied to specific instrumental techniques. The flute has elements of technique that are internal and this mixed-method study sought to assess teaching strategies for effectiveness in teaching tonguing, vibrato and throat/mouth/tongue shape. The literature showed three broad areas of strategies: visual models (anatomical or representative of shapes, colors), verbal descriptions (of internal physiology, imagery or vocal/speech techniques), and teacher modeling (with student imitation). A fourth category of “other” strategies, including devices, was also investigated to gain an overview of current practice. One hundred and fifty-nine flutists, who were either current or former flute performance majors, answered online survey questions rating the effectiveness of traditional strategies and added newer strategies for study in part two of the research. The data indicated that respondents preferred teacher modeling, the use of vocal and speech techniques, verbal descriptions of internal physiology and imagery/creative visualization as their preferred strategies. The “other” strategies reported by participants were investigated using observations and interviews of nine participants. The strategies investigated were: spectral analysis, devices including straws, pinwheels, the pneumo-pro, the breathing bag, the breath builder machine, recording devices, brass-derived pedagogy including buzzing and finger breaths, and the use of Alexander Technique. The study found that there were four general categories of modeling that teachers used: aural modeling, visual modeling, verbal modeling, and kinesthetic modeling. The researcher found that while most high-level flutists rated traditional teaching strategies as the most effective a minority of flutists benefited from the newer strategies. It was also noted that the majority of flutists surveyed were professionals and had learned using traditional strategies. Future study focusing on student perceptions was recommended. It was recommended that teachers investigate alternatives to traditional strategies for use when needed by students. It was also recommended that more study be done on newer strategies to assess their overall effectiveness and relative usefulness compared with traditional strategies. © Copyright Carol Miriam Hohauser-Nizza 2013 All Rights Reserved ii TABLE OF CONTENTS Chapter I - INTRODUCTION TO THE STUDY ……………………… 1 Introduction ……………………………………………………… 1 Summary of the physical processes used to play the flute ……… 1 Background, Context and Justification for the Study ……… 3 Problem Statement ……………………………………………… 7 Purpose of the Study ……………………………………………… 8 Research Questions ……………………………………………… 8 Conceptual Framework ……………………………………… 9 Procedure ……………………………………………………… 12 Assumptions ……………………………………………………… 13 Definitions ……………………………………………………… 13 Definitions of Teaching Modality Categories ……………… 14 Verbal Description ……………………………………… 14 Description of Physiology ……………………………… 15 Creative Visualization/Imagery ……………………… 15 Vocal/Speech Techniques ……………………………… 15 Visual Models ……………………………………… 15 Teacher Modeling ……………………………………… 15 Other Methods ……………………………………… 15 Delimitations ……………………………………………………… 16 iii The Researcher ……………………………………………… 16 Summary ……………………………………………………… 17 Chapter II - REVIEW OF THE LITERATURE ……………………… 19 Introduction ……………………………………………………… 19 Study on the Teaching of Music in Studio Format ……………… 20 Common Elements of Master Teachers ……………………… 26 Other Studies on Effectiveness in Music Teaching ……………… 31 Effectiveness Studies ……………………………………… 33 Developing Rating scales for Teachers of Voice ……… 34 Dissertation on Flute Teaching Comparisons ……………… 38 Dissertation Comparing Flute Method Books ……………… 40 Dissertations on Flute Pedagogues ……………………………… 41 Teaching Strategies for Internal Aspects of Flute Technique …….. 42 Verbal Description of Physiology ……………………… 43 Verbal Description using Creative Visualization/Imagery .. 46 The Use of Vocal or Speech Techniques ……………… 47 Visual Models ……………………………………… 49 Teacher Modeling ……………………………………… 56 Summary ……………………………………………………… 59 Chapter III - METHODOLOGY ……………………………………… 60 Introduction ……………………………………………………… 60 iv Purpose of the Study ……………………………………………… 60 Research Questions ……………………………………………………………… 61 Rationale for Mixed Method Design ……………………………… 62 Rationale for Survey Method ………………………………………… 63 Rationale for Observations and Interviews …………………… 64 Research Sample ……………………………………………………………… 65 Test Pilot and Terminology Checks ………………………………………… 66 Overview of Information Needed ………………………………………… 67 Overview of Research Design ………………………………………… 68 Literature Review ……………………………………………………………… 69 Data Collection Methods …………………………………………………… 69 Data Analysis Methods …………………………………………………… 70 Trustworthiness ……………………………………………………………… 70 Limitations of the Study …………………………………………………… 72 Previous Related Study …………………………………………………… 73 Summary ………………………………………………………………………… 74 Chapter IV – RESULTS OF THE SURVEY ……………………………… 75 Introduction ……………………………………………………… 75 Research Questions ……………………………………………… 75 Survey Results ……………………………………………… 77 Respondents’ Exposure to Teaching Strategies ……………… 77 v Other Methods: Open Ended Question Responses on Other Methods Experienced ……………………………… 79 Open-Ended Responses on Other Methods Experienced ……… 79 Breakdown of Categories for Open-Ended Responses ……… 81 Devices Listed in Categories ……………………………………… 81 Recording Devices ……………………………………………… 82 Other Devices and Strategies ……………………………………… 83 Detailed Questions on Exposure to Strategies ……………… 84 More Strategies Experienced by Respondents ……………… 88 Devices ……………………………………………………… 88 Strategies with a Rating of Most Useful ……………………… 89 Open-Ended Responses for “Other” Strategy rated Most Useful …. 91 Rating the Effectiveness of Strategies addressing Internal Aspects of Flute Technique ….………………………….... 93 Ratings Modifications in Answers to More Specific Questions ….. 102 Majority Ratings ……………………………………………… 103 Flutists’ Preferences ……………………………………………… 109 Exposure to Strategies and Ratings of Strategies ……………… 112 Minority Views and Ratings of Strategies ……………………… 113 Areas for Further Study ……………………………………… 117 Chapter V – FINDINGS ……………………………………………… 118 Introduction ……………………………………………………… 118 Research Questions ……………………………………………… 118 vi Interview and Observation Circumstances ……………………… 121 Participant Checking ……………………………………………… 122 Organization of the Data ……………………………………… 122 Identity of Participants ……………………………………… 122 Description of Participants ……………………………………… 123 Nature of Observation Settings ……………………………… 123 Dates of Observations and Interviews ……………………… 125 Use of Strategies ……………………………………………… 126 Pneumo-Pro Device ……………………………………… 127 Pinwheels ……………………………………………… 133 Straws ……………………………………………………… 134 Rice ……………………………………………………… 136 Buzzing ……………………………………………… 137 Finger Breath ……………………………………………… 143 Breath-Builder Machine ……………………………… 147 Breathing Bag ……………………………………………… 151 Alexander Technique ……………………………………… 154 Spectral Analysis ……………………………………… 159 Digital Recording, Video and other Electronic Devices ….. 164 Frequency of Strategy Use ……………………………………… 172 Content of Master Classes and Lessons by Strategy ……… 173 Categories of Newer Strategies ……………………………… 181 vii Chapter VI – DISCUSSION ……………………………………………… 183 Introduction ……………………………………………………… 183 Purpose of the Study ……………………………………… 183 Research Questions ……………………………………… 184 Expansion of the Conceptual Framework ……………………… 185 Visual Models ……………………………………… 186 Verbal Descriptions ……………………………………… 190 Kinesthetic Models ……………………………………… 191 Aural Models ……………………………………………… 193 Revised Conceptual Framework ……………………………… 194 Incidence of Strategy Use ……………………………………… 197 Effectiveness Measures in this Study ……………………………… 198 Researcher’s Entry into the Study of Controversial Strategies …… 200 Effectiveness of Newer Strategies as Taught to Different Audiences 201 Risks ……………………………………………………………… 202 Genealogies of Newer Strategies ……………………………… 203 Brass-Derived Pedagogy ……………………………… 203 Imagery Schools ……………………………………… 204 New Invention: Pneumo-pro ……………………………… 206 Scientist/Flutists