Real-time feedback in the singing studio: an innovatory action-research project using new voice technology

Welch, Graham; Howard, David M.; Himonides, Evangelos; Brereton, Jude

doi:10.1080/14613800500169779

Cited by 64 publications

(96 citation statements)

References 38 publications

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“…"Knowledge of Results" 6 . Misunderstanding of the information prior to and after providing feedback might be avoided if the feedback is immediate 6 .…”

Section: < Please Insert Figure 1 About Here>mentioning

confidence: 99%

“…"Knowledge of Results" 6 . Misunderstanding of the information prior to and after providing feedback might be avoided if the feedback is immediate 6 . Moreover, phonation habits seem to change quicker in a singing lesson when 7,8 .…”

Section: < Please Insert Figure 1 About Here>mentioning

confidence: 99%

“…The P back -U characteristics of these flow ball devices were measured with a flow driven vocal tract simulator similar to the one used in a previous study 6 . A ruler was kept next to the devices during video recordings in order to calibrate h B .…”

Section: Experimental Settingmentioning

confidence: 99%

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Real-Time Visual Feedback of Airflow in Voice Training: Aerodynamic Properties of Two Flow Ball Devices

et al. 2017

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Objectives: Flow ball devices have been used as teaching tools to provide visual real-time feedback of airflow during singing. This study aims at exploring static back pressure and ball height as function of flow for two devices, marketed as flow ball and floating ball game. Study design: Comparative descriptive study. Method: A flow driven vocal tract simulator was used to investigate the aerodynamic properties of these two devices, testing them for four different ball sizes. The flow range investigated was between 0 and 0.5 L/s. Audio, flow, pressure and ball height were recorded. Results: The flow-pressure profiles for both tested devices were similar to those observed in previous studies on narrow tubes. For lifting the ball, both devices had a flow and a pressure threshold. The tested floating ball game required considerably higher back pressure for a given flow as compared with the flow ball. Conclusion: Both tested devices have similar effects on back pressure as straws of 3.7 and 3.0 mm diameter, for the flow ball and the floating ball game, respectively. One might argue that both devices could be used as tools for practicing semi-occluded vocal tract exercises, with the additional benefit of providing real-time visual feedback of airflow during phonation. The flow threshold, combined with the flow feedback, would increase awareness of flow, rather than of pressure, during exercises using a flow ball device.

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“…"Knowledge of Results" 6 . Misunderstanding of the information prior to and after providing feedback might be avoided if the feedback is immediate 6 .…”

Section: < Please Insert Figure 1 About Here>mentioning

confidence: 99%

Section: < Please Insert Figure 1 About Here>mentioning

confidence: 99%

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Real-Time Visual Feedback of Airflow in Voice Training: Aerodynamic Properties of Two Flow Ball Devices

et al. 2017

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“…Instrumental music teachers working with children between 6 and 12 years old could also benefit from the use of ict when teaching aural skills, since technology can support singing achievement (Paney 2015;Paney and Kay 2015;Welch et al 2005) and perception skills (Chen 2015;Paule-Ruiz et al 2016). Nevertheless, although many adults own data processing devices (Anderson 2015;cefrio 2015), few music teachers use them in studios (Dubé, Héroux and Robidas 2016a ;Upitis et al 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Further studies would therefore be needed to assess the impact of ICT on sight-reading capacities. In summary, technology can, mostly due to the visual feedback it allows, assist in the development of singing ability, which is traditionally required in aural skills lessons (Hoppe, Sadakata and Desain 2006;Leong and Cheng 2014;Paney 2015;Paney and Kay 2015;Welch et al 2005;Welch, Howard and Rush 1989).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Technology Use in Aural Skills Lessons

Turcotte¹,

Sala²,

Dubé³

2017

rmo

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Résumé de l'article En Amérique du Nord, la formation auditive (fa) est habituellement enseignée aux enfants durant les leçons instrumentales individuelles. La dictée musicale et la lecture à vue chantée peuvent causer des difficultés à certains apprenants, mais l'usage d'outils technologiques appropriés pourrait faciliter le processus. Par contre, l'utilisation des technologies de l'information et des communications (tic) par les professeurs de musique dans un contexte d'enseignement de la fa n'a pas encore été documentée. Un questionnaire en ligne a été distribué au Québec dans le but de répondre aux questions de recherche suivantes : 1) Dans quelle mesure les professeurs d'instrument utilisent-ils les tic lorsqu'ils enseignent la fa aux enfants de 6 à 12 ans ? ; 2) Existe-t-il un lien entre la fréquence d'utilisation des tic par les professeurs et leurs caractéristiques sociodémographiques, leur expérience d'apprentissage de la fa et leur perception de l'enseignement de la fa ? Les résultats suggèrent que l'usage des tic pour enseigner la fa est peu répandu. De plus, il est négativement corrélé avec l'âge, le sentiment de compétence vécu pendant l'apprentissage ainsi que le sentiment de compétence pour enseigner la fa. Enfin, les professeurs de piano et les femmes ont moins tendance à utiliser les tic et les utilisent moins souvent. Une meilleure compréhension de la perception que les professeurs ont des technologies sera utile afin de développer des ressources adaptées aux besoins de ces derniers. In North America, aural skills (as) are usually taught to children during the instrumental music lessons. While learning musical dictation and sight-singing can be difficult for some learners, the use of appropriate technological tools could facilitate the process. However, the use of information and communication technologies (ict) by music teachers in aural skills instruction to children have not been documented. An online survey was conducted in the Province of Quebec (Canada) in order to answer the following questions: 1) To what extent do instrumental music teachers use ict when teaching as to children between 6 and 12 years old?; 2) Are the teachers' socio-demographic characteristics, as training and perception of as teaching linked to the use and the frequency of use of ict? The results show that the use of ict to teach as is still relatively uncommon. Furthermore, it would be negatively correlated with age, competence felt during training and perceived competence to teach as. Finally, it appears that a smaller proportion of piano teachers and women use ict, or use them less often. A better understanding of the teachers' perception of technology could help develop more adapted resources.Keywords: aural skills; computer; ear training; smartphone; technology. RésuméEn Amérique du Nord, la formation auditive (fa) est habituellement enseignée aux enfants durant les leçons instrumentales individuelles. La dictée musicale et la lecture à vue chantée peuvent causer des difficultés à certains apprenants, mais l'usag...

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MatchMySound: Introducing Feedback to Online Music Education

Kão

Niitsoo

2014

Lecture Notes in Computer Science

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Real-time feedback in the singing studio: an innovatory action-research project using new voice technology

Cited by 64 publications

References 38 publications

Real-Time Visual Feedback of Airflow in Voice Training: Aerodynamic Properties of Two Flow Ball Devices

Real-Time Visual Feedback of Airflow in Voice Training: Aerodynamic Properties of Two Flow Ball Devices

Factors Influencing Technology Use in Aural Skills Lessons

MatchMySound: Introducing Feedback to Online Music Education

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