Date of Award

August 2022

Degree Type

Thesis

Degree Name

Master of Music

Department

Music

First Advisor

Sheila J Feay-Shaw

Committee Members

Zachary Durlam, Jon B Gilliland

Keywords

adolescent female, treble singers, voice change

Abstract

Adolescent treble singers in choir programs are often overlooked due to their higher numbers compared to non-treble voices. While physically present, treble voiced students at the high school of study, consistently demonstrated lower volume and lighter tone production compared to their non-treble voiced counterparts. This mixed methods research was based on the question: what causes the treble singer to hold back their volume/tone during a choral rehearsal? Literature revealed four areas to consider: singing confidence, voice change, self-confidence, and social influences, which became the basis for a quantitative survey given to sixty-three students across age and grades. Students who "agreed” or “strongly agreed” to 75% of the negatively worded statements within an area were selected (N=16) for qualitative interviews. Interview answers were coded and four influential themes emerged: 1) Comparison to peers; 2) Fear of judgment by peers/teacher; 3) A need to build relationships with peers/teacher; and 4) Low self-perception and high self-criticism. Adolescent treble voiced students may benefit mentally and emotionally by learning about the qualities of individual treble voices. Using positive modeling, providing constructive feedback and encouragement, teaching positive self-talk, and building relationships within our choirs, will encourage students to perform at their fullest level both in choir and in all facets of their lives.

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