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Investigating the Utility of Ultrasound Visual Biofeedback in Voice Instruction for Two Different Singing Styles

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Investigating the Utility of Ultrasound Visual Biofeedback in Voice Instruction for Two Different Singing Styles University of Northern Colorado Scholarship & Creative Works @ Digital UNC Master's Theses Student Research 8-4-2021 Investigating the utility of ultrasound visual biofeedback in voice instruction for two different singing styles Kristen Smith [email protected] Follow this and additional works at: https://digscholarship.unco.edu/theses Recommended Citation Smith, Kristen, "Investigating the utility of ultrasound visual biofeedback in voice instruction for two different singing styles" (2021). Master's Theses. 214. https://digscholarship.unco.edu/theses/214 This Dissertation/Thesis is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Master's Theses by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2021 KRISTEN J. SMITH ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School INVESTIGATING THE UTILITY OF ULTRASOUND VISUAL BIOFEEDBACK IN VOICE INSTRUCTION FOR TWO DIFFERENT SINGING STYLES A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts Kristen J. Smith College of Natural and Health Sciences School of Human Sciences Audiology and Speech-Language Sciences August 2021 This Thesis by: Kristen J. Smith Entitled: Investigating the Utility of Ultrasound Visual Biofeedback in Voice Instruction for Two Different Singing Styles has been approved as meeting the requirement for the Degree of Master of Arts in College of Natural Health Sciences, School of Human Sciences, Program of Audiology and Speech- Language Sciences. Accepted by this Thesis Committee: ____________________________________________________ Donald S. Finan, Ph.D., Chair ____________________________________________________ Caitlin Raaz, Ph.D., CCC-SLP, Committee Member ____________________________________________________ Mary Kathryn Brewer, DA, Committee Member Accepted by the Graduate School ____________________________________________________________ Jeri-Anne Lyons, Ph.D. Dean of the Graduate School Associate Vice President for Research ABSTRACT Smith, Kristen J. Investigating the Utility of Ultrasound Visual Biofeedback in Voice Instruction for Two Different Singing Styles. Unpublished Master of Arts thesis, University of Northern Colorado, 2021. Purpose: The purpose of this study was to investigate the potential utility of incorporating real-time visual biofeedback using ultrasonography to teach important concepts of vocal pedagogy to voice students. Exploration of innovative teaching tools, such as ultrasound visual biofeedback (U-VBF) in singing instruction, may contribute to bridging the gap between voice science and pedagogy by providing alternative ways to improve students’ kinesthetic awareness, clarify complex topics in voice physiology and acoustics, and create a common dialogue between different professionals specializing in voice. The primary research questions addressed in this study were: (a) To determine the current knowledge and attitude among voice teachers regarding use of visual biofeedback in singing instruction; (b) To determine voice teachers’ interest in learning about technology, specifically U-VBF; (c) To identify external variables that influence voice teachers’ perceptions of the usefulness and ease of use of U-VBF; and (d) To determine voice teachers’ attitudes of using U-VBF in teaching after viewing an instructional video. Methods: A pre-post survey design was adopted to assess perceptions, attitude, and interest of professional voice teachers regarding use of U-VBF before and after viewing of an instructional video on the use of ultrasound to teach concepts, such as vocal timbre, for two different singing styles: musical theater and opera. Multi-sampling methods were used to recruit professional voice teachers across the U.S. and abroad. Survey data were collected between iii February and April 2021. Following assumptions made by the Technology Acceptance Model (TAM) regarding user technology acceptance and behavior, data based on a final sample size of 56 participants were analyzed via descriptive statistics and thematic analysis of qualitative data. Results: Despite being largely unfamiliar with U-VBF, most participants initially expressed high expectations, believing it to be helpful in singing instruction, but difficult to use. Those who expressed more positive opinions regarding use of U-VBF in singing instruction also expressed higher levels of interest in using it in their teaching. Perceived usefulness, ease of use and interest of U-VBF were not found to be prominently related to select external variables. While perceived usefulness of U-VBF slightly declined post-viewing of the instructional video, perceived ease of use and participants’ opinions of effective use increased. Interest in the use of U-VBF as well as likelihood to use U-VBF marginally increased after viewing the video. Conclusions: These findings agree with the assumptions made by the TAM regarding associations between familiarity, perceived usefulness, perceived ease of use, and interest. Comparison between the rankings for perceived usefulness of U-VBF pre- and post-viewing of the instructional video suggests a general sense of uncertainty among voice teachers regarding use of U-VBF in singing instruction. While teachers conveyed high levels of interest, opinions of U-VBF to teach vocal pedagogy concepts slightly declined following viewing of the instructional video, suggesting a lowering of expectations. However, increased perceptions regarding ease of use indicated high levels of believed self-efficacy in using U-VBF. Understanding the relationships between perceived usefulness, ease of use, and interest can shed insight on whether voice teachers would adopt U-VBF as a supplementary tool in singing instruction. iv ACKNOWLEDGEMENTS First and foremost, I would like to thank my parents Kathy and Richard Baumgartner for their unconditional support throughout my academic journey and encouragement of my curiosity to delve deeper when learning. To my husband, Daniel Smith, thank you for your constant encouragement and for being my cheerleader through all the challenges, as well as in celebrating with me all the accomplishments over these past several years. I am deeply grateful to Dr. Donald Finan for agreeing to serve as the chair of my committee and for my defense, and for providing invaluable guidance and input to me during this journey. Special thanks to committee members Dr. Caitlin Raaz and Dr. Mary Kathryn Brewer for their feedback and assistance. v TABLE OF CONTENTS CHAPTER I. INTRODUCTION ...................................................................................................1 Study Purpose ..........................................................................................................4 Specific Aims (SA) ..................................................................................................5 Research Questions (Q), Hypotheses (H), and Assumptions (A) ............................5 II. REVIEW OF LITERATURE ..................................................................................7 Literature Overview .................................................................................................7 Vocal Resonance versus Vocal Timbre ...................................................................7 Vocal Resonance ..........................................................................................7 Vocal Timbre ...............................................................................................9 Acoustic Source-Filter Theory ...............................................................................11 Formant Frequencies of Vowels ............................................................................12 Influence of Tongue Movement on Vowel Articulation........................................13 Influence of Other Tongue Characteristics on Vowel Articulation ...........14 Influence of Tongue Movement on Vocal Timbre ....................................15 Acoustic and Physiological Characteristics of Singing .........................................18 Acoustic and Physiological Characteristics of Classical Singing ..........................19 Role of Vowel Modification ......................................................................21 Imaging Studies of Vowel Modification....................................................23 Acoustic and Physiological Characteristics of Musical Theater Singing ..............26 Imaging Studies Comparing Musical Theater and Classical Singing ....................31 Types of Feedback in Voice Training ....................................................................35 Potential Benefits of Real-Time Visual Biofeedback in Voice Training ..............36 Visual-Acoustic Biofeedback ....................................................................37 Ultrasound Visual Biofeedback (U-VBF) .................................................41 Attitudes Toward Voice Science and Technology in Singing Instruction .............44 Summary and Significance ....................................................................................47 vi CHAPTER III. METHODOLOGY ................................................................................................49 Study Objective ......................................................................................................49 Specific Aims
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