Aligning Vocal Pedagogical Bodies of Knowledge in Singing-Lesson Experiences
Palabras clave:
Pedagogía vocal, investigación práctica, rigor académico, estudios vocales, didáctica de la música
Resumen
La pedagogía vocal es una disciplina académica emergente que está ganando terreno rápidamente como cuerpo de conocimiento riguroso y relevante. Sin embargo, sus conocimientos carecen a menudo de la rigurosa legitimidad que exige la credibilidad académica. El oficio occidental de enseñar a cantar y las habilidades vocales tiene una larga historia y está profundamente arraigado en la experiencia práctica. Este artículo explora la preocupación de los escritores académicos por legitimar la práctica artística en el mundo académico y en las instituciones de enseñanza superior. El artículo utiliza una investigación fenomenológica sobre las experiencias de cantantes adolescentes para ilustrar cómo se puede negociar este alineamiento práctico-teórico. Esta alineación entre la credibilidad rigurosa y la enseñanza de la voz puede verse como un dilema o una consideración.
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Citas
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Lentini, D. (2020). Teaching the Child Singer: Paediatric Pedagogy for ages 5-13. London: Hal Leonard.
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Miller, R. (1996). On the Art of Singing. Oxford: Oxford University Press.
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University of Wales Trinity Saint David.
Mould, A. (2007). The English Chorister: A History. London: Hambledon Continuum.
Nelson, R. (2013). Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances. United Kingdom: Palgrave Macmillan.
O’Bryan, J. (2014). Habits of the Mind, Hand and Heart: Approaches to Classical Singing Training. In J. O’Bryan; & S. D. Harrison (eds.). Teaching Singing in the
Twenty-First Century (pp. 21-34). Heidelberg: Springer.
O’Bryan, J.; & Harrison, S. D. (2014). Prelude: Positioning singing pedagogy in the twenty-first century. In J. O’Bryan; & S. D. Harrison (eds.). Teaching Singing in the
Twenty-First Century (pp. 1-9). Heidelberg: Springer.
Oram, D. (2015). Research and practice in Voice Studies: searching for a methodology. Voice and Speech Review, 9(1), 15-27. doi:10.1080/23268263.2015.1059674
Potter, J.; & Sorrell, N. (2012). A history of singing. Cambridge: Cambridge University Press.
Stark, J. (1999). Bel canto: A History of Vocal Pedagogy. Toronto: University of Toronto Press.
Swanwick, K. (1994). Musical Knowledge: Intuition, Analysis and Music Education. London and New York: Routledge.
Swanwick, K. (1999). Teaching Music Musically. Abingdon: Routledge.
Vygotsky, L. S. (2012). Thought and Language. Massachusetts: The MIT Press.
Winter, D. (2021). Voicing a Practitioner Research Methodology: Further Framing the Conversation. Voice and Speech Review, 15(1), 76-88. doi:
10.1080/23268263.2020.1843270
Winter, D. (2023). Exploring the Narrative: Voice Practitioner Research and the Literature Review Process. Voice and Speech Review, 17(2), 131-150. doi:
10.1080/23268263.2022.2144971
Chandler, K. (2014). Teaching Popular Music Styles. In J. O’Bryan; & S. D. Harrison (eds.), Teaching Singing in the Twenty-First Century (pp. 35-51). London: Springer
Dordrecht Heidelberg.
Chapman, J. L. (2012). Singing and teaching singing: A holistic approach to classical voice. Abingdon: Plural Publishing.
Dibbens, N. (2002). Gender Identity and Music. In R. Macdonald; D. Hargreaves; & D. Niell. Musical Identities (pp. 117-133). Oxford: Oxford University Press.
Duffy, S.; & Healey, P. (2017). A New Medium for Remote Music Tuition. Journal of Music, Technology & Education, 10(1), 5-29.
Dwyer, R. (2015). Unpacking the habitus: Exploring a music teacher’s values, beliefs and practices. Research Studies in Music Education, 37(1), 93-106. doi: 10.1177/1321103X155892
Elliott, D. J. (1991). Music as Knowledge. Journal of Aesthetic Education, 25(3), 21-40. doi: 10.2307/3332993
Fisher, J. (2015). A Great Singing Lesson Has FORM. What Makes A Great Singing Lesson? https://vocalprocessco.uk/a-great-singing-lesson-has-form/
Gains, E. (2006). Communication and the Semiotics of Space. Journal of Creative Communications, 1(2), 173-181. doi: 10.1177/097325860600100203
Goldsack, C. (2014). Teaching Young Singers, Hersham: The Melodie Treasury.
Green, L. (1997). Music, Gender, Education. Cambridge: Cambridge University Press.
Hargreaves, D. J.; Miell, D.; & Macdonald, R. A. R. (2002). What are musical identities, and Why are they important. In R. A. R. Macdonald; D. J. Hargreaves; & D. Miell
(eds.). Musical Identities (pp. 1-20). Oxford: Oxford University Press.
Lentini, D. (2020). Teaching the Child Singer: Paediatric Pedagogy for ages 5-13. London: Hal Leonard.
Lewis, M. G. (1993). Without a Word: Teaching Beyond Women’s Silence. New York: Routledge.
Magnin, J. P. (2016). “I Like to Sing”: Exploring why children begin and continue singing lessons. Master thesis. London: University College London.
Miller, R. (1996). On the Art of Singing. Oxford: Oxford University Press.
Morgan, J. (2019). Can a student’s learning be optimised by a teaching approach that is less directive, encouraging self-efficacy? (Master dissertation). Wales:
University of Wales Trinity Saint David.
Mould, A. (2007). The English Chorister: A History. London: Hambledon Continuum.
Nelson, R. (2013). Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances. United Kingdom: Palgrave Macmillan.
O’Bryan, J. (2014). Habits of the Mind, Hand and Heart: Approaches to Classical Singing Training. In J. O’Bryan; & S. D. Harrison (eds.). Teaching Singing in the
Twenty-First Century (pp. 21-34). Heidelberg: Springer.
O’Bryan, J.; & Harrison, S. D. (2014). Prelude: Positioning singing pedagogy in the twenty-first century. In J. O’Bryan; & S. D. Harrison (eds.). Teaching Singing in the
Twenty-First Century (pp. 1-9). Heidelberg: Springer.
Oram, D. (2015). Research and practice in Voice Studies: searching for a methodology. Voice and Speech Review, 9(1), 15-27. doi:10.1080/23268263.2015.1059674
Potter, J.; & Sorrell, N. (2012). A history of singing. Cambridge: Cambridge University Press.
Stark, J. (1999). Bel canto: A History of Vocal Pedagogy. Toronto: University of Toronto Press.
Swanwick, K. (1994). Musical Knowledge: Intuition, Analysis and Music Education. London and New York: Routledge.
Swanwick, K. (1999). Teaching Music Musically. Abingdon: Routledge.
Vygotsky, L. S. (2012). Thought and Language. Massachusetts: The MIT Press.
Winter, D. (2021). Voicing a Practitioner Research Methodology: Further Framing the Conversation. Voice and Speech Review, 15(1), 76-88. doi:
10.1080/23268263.2020.1843270
Winter, D. (2023). Exploring the Narrative: Voice Practitioner Research and the Literature Review Process. Voice and Speech Review, 17(2), 131-150. doi:
10.1080/23268263.2022.2144971
Publicado
2024-06-21
Cómo citar
Magnin, J. P. (2024). Aligning Vocal Pedagogical Bodies of Knowledge in Singing-Lesson Experiences. SituArte, 18(31), 91-97. Recuperado a partir de https://mail.produccioncientificaluz.org/index.php/situarte/article/view/42359
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