Vocal pedagogy and contemporary commercial music : reflections on higher education non-classical vocal pedagogy in the United States and Finland
Keskinen, Anu Katri (2013)
Keskinen, Anu Katri
Sibelius-Akatemia
2013
Tutkielma
tanssinopettaja
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe201306103898
https://urn.fi/URN:NBN:fi-fe201306103898
Tiivistelmä
This study is focused on the discipline of higher education contemporary commercial music (CCM) vocal pedagogy through the experiences of two vocal pedagogy teachers, the other in the USA and the other in Finland. The aim of this study has been to find out how the discipline presently looks from a vocal pedagogy teacher's viewpoint, what has the process of building higher education CCM vocal pedagogy courses been like, and where is the field headed.
The discussion on CCM pedagogy, also known as popular music of Afro-American music pedagogy, has for the last decade been based on the formal-informal nexus. The interviewees in this thesis have acquired their knowledge on CCM singing through informal means, which have then been turned into a formal discipline. The Berklee College of Music course in USA acts as an introduction to the discipline, whereas the two Sibelius Academy courses in Finland equivalent an undergraduate degree in vocal pedagogy.
The results were acquired using methodological triangulation, which included interviewing, analyzing enquired data such as course curricula and material, and examined data acquired by taking part in the courses. The theoretical frame includes a summary of the historical, social, and cultural development of the field.
The conclusion of the study is highly tied to the experiences of the two interviewees. The course content and material based themes include talking about physiology, developing audio kinesthetic skills, the use of vocal exercises, teaching all age groups, basics of the field's research, dealing with different genres and choosing repertoire accordingly, and introducing methodology and vocal effects. Both of the instructors have been happy with their courses, but in the future they hope to have additional courses.
The discussion on CCM pedagogy, also known as popular music of Afro-American music pedagogy, has for the last decade been based on the formal-informal nexus. The interviewees in this thesis have acquired their knowledge on CCM singing through informal means, which have then been turned into a formal discipline. The Berklee College of Music course in USA acts as an introduction to the discipline, whereas the two Sibelius Academy courses in Finland equivalent an undergraduate degree in vocal pedagogy.
The results were acquired using methodological triangulation, which included interviewing, analyzing enquired data such as course curricula and material, and examined data acquired by taking part in the courses. The theoretical frame includes a summary of the historical, social, and cultural development of the field.
The conclusion of the study is highly tied to the experiences of the two interviewees. The course content and material based themes include talking about physiology, developing audio kinesthetic skills, the use of vocal exercises, teaching all age groups, basics of the field's research, dealing with different genres and choosing repertoire accordingly, and introducing methodology and vocal effects. Both of the instructors have been happy with their courses, but in the future they hope to have additional courses.
Kokoelmat
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