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A content analysis of articles on vo...

Chia, Wei-Khuan.

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A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992./
作者:	Chia, Wei-Khuan.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0898.
Contained By:	Dissertation Abstracts International55-04A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9424587

A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992.
Chia, Wei-Khuan.

A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992. - 126 p.

Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0898.

Thesis (D.M.A.)--University of Cincinnati, 1993.

The purpose of this study was to review the articles on vocal pedagogy in The NATS Journal from 1944 through 1992. Specifically, changes in the teaching of singing, predominant vocal pedagogical concepts, and important findings from research on singing and their influence were addressed.Subjects--Topical Terms:

1017808
Education, Music.

A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992.
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245 1 2 $a A content analysis of articles on vocal pedagogy in the magazine of the National Association of Teachers of Singing, 1944-1992.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0898.
502 $a Thesis (D.M.A.)--University of Cincinnati, 1993.
520 $a The purpose of this study was to review the articles on vocal pedagogy in The NATS Journal from 1944 through 1992. Specifically, changes in the teaching of singing, predominant vocal pedagogical concepts, and important findings from research on singing and their influence were addressed.
520 $a A content analysis incorporating categorization with frequency counts was employed. All articles were reviewed from both qualitative and quantitative standpoints with particular attention given to editorial policies, the nature of articles on vocal pedagogy, pedagogical methodology, and trends and developments in vocal pedagogy. Qualitative analysis included labelling of predominant pedagogical methodology, assignment to a category, and interpreting the content of each article. Quantitative data included computing number and relative percentage of articles related to (a) basis within scientific, empirical, and natural pedagogical methodologies; (b) category placement of articles; and (c) select subcategories within each category.
520 $a Results indicated that the pedagogical methodologies of the articles were mostly empirically-based (59.0%), 27.1% were scientific, 1.7% were natural, and 12.2% were classified as other. The distribution of articles within the nine categories showed that 47.9% were concerned about the general aspects of vocal pedagogy. Less discussion was devoted to the other eight categories, but articles based on the scientific method were found in phonation (70.5%), resonance (82.8%), range (62.2%), and dynamics (66.7%). The following conclusions were reached: (1) Editorial policy of the magazine has been consistently adhered to using scientific research to reconcile vocal pedagogic practices although articles based on empirical methodology still outnumbered those based on scientific methodology (281 to 129). (2) Many authors of the empirically-based articles often cited scientific information to substantiate their writing, but contributions from scientific research were limited to a small number of NATS members. (3) There has been a growing need and interest in providing training for 'non-classical' singers and continuous efforts were identified in the refinement of the teaching approaches involving class voice, team teaching, and the application of new technologies. (4) Scientific study was helpful in clarify confusing issues in the teaching of singing but, in actual practice, most singing teachers only used this information to substantiate their empirically-based approaches. (5) Many phenomena have been confirmed in the process while new questions were also generated.
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792 $a 1993
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