Vocal agility in the male adolescent changing voice

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Vocal agility in the male adolescent changing voice

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4151

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dc.contributor.advisor Sims, Wendy L. en
dc.contributor.author Hook, Sally, 1951- en_US
dc.date.accessioned 2010-01-06T21:19:24Z
dc.date.available 2010-01-06T21:19:24Z
dc.date.issued 2005 en_US
dc.date.submitted 2005 Fall en
dc.identifier.other HookS-121205-D3641 en_US
dc.identifier.uri http://hdl.handle.net/10355/4151
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file viewed on (November 8, 2006) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ph. D.) University of Missouri-Columbia 2005. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction. en_US
dc.description.abstract This study was designed to investigate agility in adolescent changing voice males. Participants (N = 58), 11.5 to 15.9 years old, were from six Midwestern schools. The boys had varied experience in school and/or community choirs. Participants each were assigned to one of five stages of vocal maturation according to Cooksey's range stages, and to one of the two Cooper cambiata/baritone categories. These assignments were based on the participant's lowest terminal range pitch, and other observed tone quality factors. Each participant was recorded while singing a stepwise song pattern at increasing tempi, with and without lyrics. Judges later listened to the randomized recordings, and assigned agility scores for each participant at each of the six tempi, with and without lyrics. Agility scores were statistically analyzed with a 3-way ANOVA. Results were that (a) mean agility scores were increasingly higher from Cooksey stage one through stage five, (b) scores were significantly higher with lyrics than without lyrics, (c) there were significant differences related to tempo, with slower tempi associated with higher scores, and (d) there was a significantly positive relationship between mean agility scores and participants' years of choral experience. A summary of the findings was that: Boys in progressively later stages of voice change were judged to be increasingly more agile (singing a stepwise melisma) than in earlier stages, on average. Differences between cambiata and baritone were statistically significant for Cooper's range categories, but not for Cooksey's five stages of voice change. Agility was more accurate when lyrics were employed, than when "ahhh" was used to sing the stepwise exercises. Agility decreased as tempo increased. Agility correlated positively with years of choral experience.Implications for music educators include: If very fast passages exist in solo or choral repertoire, boys in the earlier midvoice Cooksey voice range stages (or Cooper's cambiata category) may have more difficulty than boys in later stages (baritone) of voice change. Songs using lyrics (consonant and vowel combinations) may be easier for changing voice boys to sing accurately, as compared to melismatic songs or passages using a single vowel.. As the tempo increases, changing voice students may have more difficulty with vocal agility. Choral repertoire such as European Baroque music may be more accessible as changing voice boys' choral experience increases. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2005 Freely available dissertations (MU) en_US
dc.subject.lcsh Choral music -- Study and teaching en_US
dc.subject.lcsh Choral singing -- Juvenile en_US
dc.subject.lcsh Choral singing -- Study and teaching en_US
dc.subject.lcsh Music -- Acoustics and physics en_US
dc.title Vocal agility in the male adolescent changing voice en_US
dc.type Thesis en_US
thesis.degree.discipline Curriculum and instruction en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b5708788x en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2005 Dissertations


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