Date of Award
Master of Music
Sheila J Feay-Shaw
Zachary Durlam, Jon B Gilliland
adolescent female, treble singers, voice change
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.
Michels, Genevieve, "What's Holding Them Back? the Different Voices of the Adolescent Treble Singer" (2022). Theses and Dissertations. 3043.