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Intensification and the vocal health...

Morrissey, Mary Lynn.

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Intensification and the vocal health of an elementary general music teacher.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intensification and the vocal health of an elementary general music teacher./
作者:	Morrissey, Mary Lynn.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3143190
ISBN:	0496008307

Intensification and the vocal health of an elementary general music teacher.
Morrissey, Mary Lynn.

Intensification and the vocal health of an elementary general music teacher. - 147 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2004.

Teachers have the potential to suffer from voice problems as a result of their professional voice use. Music teachers may be particularly susceptible to voice problems due to the unique demands of the music classroom. The relationship between an elementary general music teacher's working conditions and her vocal health was the focus of this qualitative case study. In considering aspects of a teacher's working conditions including teaching load, schedule, resources, class size, administrative support, and collegial relationships, I engaged Larson's theory of intensification (1980). Furthermore, these aspects were then analyzed in relation to this teacher's ability to maintain vocal health. As an ergonomic study, I looked at how an elementary general music teacher uses her voice in the classroom and how instruction is modified to support healthy vocal practice.

ISBN: 0496008307Subjects--Topical Terms:

1017808
Education, Music.

Intensification and the vocal health of an elementary general music teacher.
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500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2932.
500 $a Supervisor: Gerald B. Olson.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2004.
520 $a Teachers have the potential to suffer from voice problems as a result of their professional voice use. Music teachers may be particularly susceptible to voice problems due to the unique demands of the music classroom. The relationship between an elementary general music teacher's working conditions and her vocal health was the focus of this qualitative case study. In considering aspects of a teacher's working conditions including teaching load, schedule, resources, class size, administrative support, and collegial relationships, I engaged Larson's theory of intensification (1980). Furthermore, these aspects were then analyzed in relation to this teacher's ability to maintain vocal health. As an ergonomic study, I looked at how an elementary general music teacher uses her voice in the classroom and how instruction is modified to support healthy vocal practice.
520 $a In conducting my inquiry, I used qualitative methods including interviews, observations, and analysis of artifacts. Results of the investigation indicated that the participant's teaching load, schedule, student groupings, class sizes, and numbers of students with special needs had intensified greatly over her career. In addition to these issues, the changing needs of the student population caused additional challenges for designing and implementing curriculum, and establishing classroom management. The necessity for advocacy measures, unique to music, was a time-consuming part of my participant's working conditions. Due to the increased demands of the job, the participant modified her curriculum to limit voice use. Modifications included a reliance on listening examples to provide vocal rest. Over time, student singing opportunities became limited. Finally, as my participant progressed in her career, she became unable to be a healthy vocal model for students. This was a source of professional and personal frustration. Findings suggest the need for further inquiry into the vocal demands of elementary general music teaching and for studies on marginalization related to the working conditions of elementary general music teachers. Specifically, investigation of the relationship between intensification, marginalization, and vocal health should be explored.
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