The Psychological Effects of the Voice Change in Female Students and the Implications of Current Pedagogy
Location
Statesboro Campus (Room 2044)
Document Type and Release Option
Thesis Presentation (Open Access)
Faculty Mentor
Dr. David Langley
Faculty Mentor Email
dlangley@georgiasouthern.edu
Presentation Year
2022
Start Date
16-11-2022 7:05 PM
End Date
16-11-2022 8:05 PM
Description
The voice change process is a treacherous time for anyone, and choral music educators are tasked with helping their singers to navigate this time. In comparison to the male voice change, the female voice change process is underrepresented in literature and often ignored in classrooms (Sweet, 2018). The purpose of this study is to explore the psychological effects of the voice change process in female students and identify current pedagogical trends in voice change education as used by current secondary choral music educators. Participants included a) choral music education students who experienced a female voice change and b) current secondary choral music educators. Choral music education students responded to a background survey which collected demographic information and voice change process self-efficacy data. Selected informants underwent individual semi-structured interviews about their voice change experience. Current secondary choral music educators responded to an attitudinal and pedagogical survey of both Likert-type and open-ended prompts. Data were analyzed using descriptive statistics for surveys and an emergent coding process to determine themes in interviews. Findings from choral music education students included a range of emotion and confidence levels associated with the voice change process. An overarching theme for these informants included the aspects of typical adolescent psychological development. Additionally, secondary choral music educators showed differences in levels of preparation and confidence in dealing with the female voice change. These findings are most likely directly related to the lack of Social Emotional Learning techniques in past and current classrooms.
Academic Unit
College of Arts and Humanities
The Psychological Effects of the Voice Change in Female Students and the Implications of Current Pedagogy
Statesboro Campus (Room 2044)
The voice change process is a treacherous time for anyone, and choral music educators are tasked with helping their singers to navigate this time. In comparison to the male voice change, the female voice change process is underrepresented in literature and often ignored in classrooms (Sweet, 2018). The purpose of this study is to explore the psychological effects of the voice change process in female students and identify current pedagogical trends in voice change education as used by current secondary choral music educators. Participants included a) choral music education students who experienced a female voice change and b) current secondary choral music educators. Choral music education students responded to a background survey which collected demographic information and voice change process self-efficacy data. Selected informants underwent individual semi-structured interviews about their voice change experience. Current secondary choral music educators responded to an attitudinal and pedagogical survey of both Likert-type and open-ended prompts. Data were analyzed using descriptive statistics for surveys and an emergent coding process to determine themes in interviews. Findings from choral music education students included a range of emotion and confidence levels associated with the voice change process. An overarching theme for these informants included the aspects of typical adolescent psychological development. Additionally, secondary choral music educators showed differences in levels of preparation and confidence in dealing with the female voice change. These findings are most likely directly related to the lack of Social Emotional Learning techniques in past and current classrooms.
