Once a Poor Pitch Singer, Always a Poor Pitch Singer? A Bottom up Study of Factors That May Support Singing Development

Autor/in	Turøy, Anne Kristine Wallace
Titel	Once a Poor Pitch Singer, Always a Poor Pitch Singer? A Bottom up Study of Factors That May Support Singing Development
Quelle	In: British Journal of Music Education, 35 (2018) 1, S.91-103 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
Schlagwörter	Music; Music Education; Singing; Students; Music Teachers + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Gesang; Student; Schüler; Schülerin; Studentin; Music; Teacher; Teachers; Musiklehrer
Abstract	Approximately 10% of students have singing difficulties appearing as poor pitch singing. During the period 2012 to 2014, I assessed 2390 recordings from 239 students. 25 students were graded below C, and thus were defined as poor pitch singers (PPS). However, these students showed varying patterns of mastery within their own portfolios of recordings. This raised the initial research question: Are there features within the musical material itself that can explain the varying degrees of mastery? The best and the weakest performances of the PPS were analyzed in terms of musical structures and lyrics. Features of the singing repertoire, self-concept and practice appear to influence singing development with PPS. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01