Training the Hybrid Voice Pedagogue
Mentor 1
Dr. Tanya Kruse Ruck
Location
Union Wisconsin Room
Start Date
29-4-2016 1:30 PM
End Date
29-4-2016 3:30 PM
Description
Classical singing has been highly regarded and included in the academic music community since the birth of secondary education, however, new genres of music that demand a non-classical technique have emerged in the past century as have formal academic degree programs centering on non-classical singing. Contemporary Commercial Music (CCM), as it has been labeled, includes genres such as musical theatre, jazz, rock, blues, pop, gospel, and country. These styles are new in relation to the classical style and new to academia; therefore, there is little pedagogical and comparative research available about them. This particular study entailed gathering current information circulating in academic journals about CCM pedagogy and analyzing how that may be different from and/or similar to pedagogy for classical singing. Elements of vocal fold function, breathing techniques, comparative pedagogy, vocal literature, and curricular elements of vocal development were all studied. During the research, academic articles relating to research on CCM techniques were analyzed, summarized, and complied into a catalogue that will be used for further research on the subject as well as in the UWM Vocal Pedagogy courses. The results of this research show that research of CCM technique and the pedagogy of this style is lacking.
Training the Hybrid Voice Pedagogue
Union Wisconsin Room
Classical singing has been highly regarded and included in the academic music community since the birth of secondary education, however, new genres of music that demand a non-classical technique have emerged in the past century as have formal academic degree programs centering on non-classical singing. Contemporary Commercial Music (CCM), as it has been labeled, includes genres such as musical theatre, jazz, rock, blues, pop, gospel, and country. These styles are new in relation to the classical style and new to academia; therefore, there is little pedagogical and comparative research available about them. This particular study entailed gathering current information circulating in academic journals about CCM pedagogy and analyzing how that may be different from and/or similar to pedagogy for classical singing. Elements of vocal fold function, breathing techniques, comparative pedagogy, vocal literature, and curricular elements of vocal development were all studied. During the research, academic articles relating to research on CCM techniques were analyzed, summarized, and complied into a catalogue that will be used for further research on the subject as well as in the UWM Vocal Pedagogy courses. The results of this research show that research of CCM technique and the pedagogy of this style is lacking.
