Are real-time displays of benefit in the singing studio? An exploratory study.
This article reports on an exploratory research project to evaluate the usefulness or otherwise of real-time visual feedback in the singing studio. The primary purpose of the work was not to optimize the technology for this application, but to work alongside teachers and students to study the impact of real-time visual feedback technology use on the students' learning experiences. An action research methodology was used to explore the benefit of real-time displays over an extended period. The experimental phase of the work was guided by a Liaison Panel of teachers and academics in the areas of singing, pedagogy, voice science, speech therapy, and linguistic science. Qualitative data were collected from eight students working with two professional singing teachers. The teachers and students acted as co-researchers under the action research paradigm. Teachers and students alike kept journals of their teaching and learning experiences. Singing lessons were observed regularly by the research team, coded for teacher and student behaviors, and all co-researchers were interviewed at the mid- and endpoint of the project. The use of technology had a positive impact on the learning process, and this is evidenced through case study data.
Media Engineering Research Group, Department of Electronics, University of York, Heslington, York, United Kingdom. dh@ohm.york.ac.uk
David M
DM
Howard
Jude
J
Brereton
Graham F
GF
Welch
Evangelos
E
Himonides
Michael
M
Decosta
Jenevora
J
Williams
Andrew W
AW
Howard
D004867:Equipment Design; D005246:Feedback; D006801:Humans; D007858:Learning; D010699:Phonation; D010775:Photic Stimulation / Q000379:methods*; D012107:Research Design; D012984:Software; D013018:Sound Spectrography; D013066:Speech-Language Pathology / Q000295:instrumentation; D013663:Teaching / Q000379:methods*; D014833:Voice Quality; D014834:Voice Training