An examination of methods used to teach practice strategies in the college voice studio
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This study was designed to inform researchers and educators about practice instruction in the college voice studio by gathering baseline data about the current methods used by voice instructors for teaching practice strategies. In addition, the value instructors placed on specific practice strategies, the extent to which they used specific practice strategies themselves, and the methods used to assess students' practice habits were examined. Voice instructors from accredited institutions in three Midwestern states were invited to participate in a researcher-designed survey. Survey items were designed to answer research questions pertaining to (a) the types of practice strategies addressed in the college voice studio and to what extent, (b) the methods used to assess students' musical achievement, and (c) the value instructors placed on specific practice strategies. Forty-six respondents completed the survey, resulting in a useable response rate of 21.39%. Results of this study indicated that participants used logs and journals to keep track of students' progress in lessons and practice time. There was almost no consensus among these voice instructors regarding how final grades were calculated for applied lessons, however, weekly preparation and studio class participation were frequently considered when assigning grades. Participants tended to address a variety of practice strategies in the voice studio at least to some extent. Results indicated that they valued and used score study more often than any other practice strategy, but other strategies also were rated highly. Findings suggest that although these collegiate voice instructors seemed to be incorporating a variety of assessment and teaching strategies into their studio instruction, no obvious, universal formula for teaching college singers to practice could be identified.
Access is limited to the campuses of the University of Missouri.