Presenter Daniel Ihasz & Dillon R. Parmer
Presentation Title Practical Pedagogy and Voce Vista
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1 Ron Scherer: A pervasive adoption of visual acoustic feedback in the studio, and in this case, students on their own, etc, may go a long way in increasing the efficiency and speed at which students learn to sing with actually greater health, and help to break down these barriers between art and science. On the other hand, a little knowledge is a very dangerous thing. We see too often people in our fields and other fields, especially voice, where a little anatomy vocabulary and a little knowing about function is misused in a very innocent way, which creates difficulties in the minds of students and confusion with colleagues. So we have to be very careful when things like this are adopted we are very cognizant of the intermediate step of training and verification. For example ….listen to the audio link for more. Audio link.
1 Audio link.
2 Kate Emerich: I have a comment. I took this program to the LaMont School of Music in Denver to introduce it, because I think that this technology also is a very good idea. I ran into a problem with the singers formant for female voices; it seems that it is not very sensitive for the female voice, and because female singers are very competitive in nature, the very first thing everybody wanted to do was get the singer's ring; and a lot of women were very discouragesd because they could not get a high frequency response in the 5000 singer's ring mark area and I don’t want to see this tool be a negative, so I just wanted to point that out. Audio link.
3 Jim Doing: All right, well I’m going to come from the other side. I understand; I’ve used this on and off since 1992 with Don and 1996 with the University of Missouri. We did a project at the University of Missouri where we had all of my voice students at the time. We used it in every lesson, and the students used it in between, and we had basically overwhelmingly positive results and attitude about it. And, the teacher is not going to say ‘all right, go into the practice room and do this, and try to get your fourth harmonic really high like this guy’. The teacher is going to say ‘OK, now look, this is some professional huge bass baritone voice with a low singer's formant, and you are not going to look like that and it’s ok.’ So there is a danger if the student starts to say, "I have to look like", this but you just have to, as a teacher, say it’s ok to look diffferent. Audio link.
3 Audio link.