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Adolescent female musical theater be...

Kent State University., College of the Arts / School of Music.

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Adolescent female musical theater belt pedagogy: Preparation, approaches, and experiences of Ohio music educators.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adolescent female musical theater belt pedagogy: Preparation, approaches, and experiences of Ohio music educators./
Author:	Wolfgang, Nancy Andersen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3726882
ISBN:	9781339117492

Adolescent female musical theater belt pedagogy: Preparation, approaches, and experiences of Ohio music educators.
Wolfgang, Nancy Andersen.

Adolescent female musical theater belt pedagogy: Preparation, approaches, and experiences of Ohio music educators. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 259 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2015.

Undergraduate music education programs traditionally do not address the vocal requirements of belting, a high-intensity form of vocal production commonly associated with musical theatre. Belting is characterized by a loud sound, a slightly elevated laryngeal position, and a fat, flat tongue. In-service music educators are often called upon to prepare adolescent female vocalists for roles that require belting in high school musicals. Studies (Davey, 2010; Williams, 2003) have shown that 80% of high schools produce a musical at least every other year. The purpose of this study is to examine the opinions, knowledge, and undergraduate training of vocal music educators regarding the use of belt by adolescent female singers. Vocal music educators who are members of the Ohio Music Education Association were identified through nonprobability sampling, and self-selected to participate in the survey (n=176). Data were collected through Qualtrics and analyzed using SPSS. Independent t-tests were utilized to determine statistical significance (p<.05) between the three sections of the survey and within section two of the survey. Optional written responses provided additional data. Results showed that although no subjects received formal training in the use of belt as part of their undergraduate education, some still reported feeling confident in their ability to instruct students in the use of belt. Subjects with personal experience using belt were more comfortable using this technique with their own students. Written responses indicated a need for more information and undergraduate and in-service training in the use of belt.

ISBN: 9781339117492Subjects--Topical Terms:

3168367
Music education.

Adolescent female musical theater belt pedagogy: Preparation, approaches, and experiences of Ohio music educators.
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520 $a Undergraduate music education programs traditionally do not address the vocal requirements of belting, a high-intensity form of vocal production commonly associated with musical theatre. Belting is characterized by a loud sound, a slightly elevated laryngeal position, and a fat, flat tongue. In-service music educators are often called upon to prepare adolescent female vocalists for roles that require belting in high school musicals. Studies (Davey, 2010; Williams, 2003) have shown that 80% of high schools produce a musical at least every other year. The purpose of this study is to examine the opinions, knowledge, and undergraduate training of vocal music educators regarding the use of belt by adolescent female singers. Vocal music educators who are members of the Ohio Music Education Association were identified through nonprobability sampling, and self-selected to participate in the survey (n=176). Data were collected through Qualtrics and analyzed using SPSS. Independent t-tests were utilized to determine statistical significance (p<.05) between the three sections of the survey and within section two of the survey. Optional written responses provided additional data. Results showed that although no subjects received formal training in the use of belt as part of their undergraduate education, some still reported feeling confident in their ability to instruct students in the use of belt. Subjects with personal experience using belt were more comfortable using this technique with their own students. Written responses indicated a need for more information and undergraduate and in-service training in the use of belt.
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