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Effects of vocal registration training on the vocal range and perceived comfort of the adolescent male singer
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Text
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Title
Effects of vocal registration training on the vocal range and perceived comfort of the adolescent male singer
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ETD_2361
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10000700001.ETD.000052345
Language
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eng
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theses
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Topic
Music Education
Subject
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(authority = ETD-LCSH)
Topic
Singing--Instruction and study
Subject
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(authority = ETD-LCSH)
Topic
Vocal registers
Subject
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(authority = ETD-LCSH)
Topic
Teenage boys
Abstract
The purpose of this study was to investigate adolescent male vocal registers and repertoire selection for middle school choirs. Subjects included seventh and eighth grade boys (N = 48) enrolled in elective mixed choirs at a single middle school in Northern New Jersey. The study was designed to determine (a) the vocal range of subjects before and after vocal registration training, (b) the perceived comfort level of subjects before and after vocal registration training, and (c) the preferences of subjects toward 3-part and SATB arrangements.
Data were collected on the dependent variables of (a) lowest pitch sung, (b) highest pitch sung, and (c) total range sung. Subjects sang 3-part (Treatment 1) and SATB (Treatment 2) choral literature and rated the comfort of each. A concluding attitudinal survey was used to investigate attitudes regarding 3-part mixed and SATB repertoire.
Analysis of variance (ANOVA) revealed a significant increase in total range (p < .001). A significant difference in the lowest pitch was observed (p < .05) in addition to a significant difference in highest pitch (p < .001). No significant differences were found between the two treatment periods on a measure of vocal comfort. Survey responses revealed a significant preference toward SATB music (p < .001).
Results replicated Emge (1996), suggesting that seventh and eighth grade boys are capable of singing a wider range than commonly thought possible. Subjects sang both 3 and 4-part arrangements with a general sense of vocal comfort.
Data were collected on the dependent variables of (a) lowest pitch sung, (b) highest pitch sung, and (c) total range sung. Subjects sang 3-part (Treatment 1) and SATB (Treatment 2) choral literature and rated the comfort of each. A concluding attitudinal survey was used to investigate attitudes regarding 3-part mixed and SATB repertoire.
Analysis of variance (ANOVA) revealed a significant increase in total range (p < .001). A significant difference in the lowest pitch was observed (p < .05) in addition to a significant difference in highest pitch (p < .001). No significant differences were found between the two treatment periods on a measure of vocal comfort. Survey responses revealed a significant preference toward SATB music (p < .001).
Results replicated Emge (1996), suggesting that seventh and eighth grade boys are capable of singing a wider range than commonly thought possible. Subjects sang both 3 and 4-part arrangements with a general sense of vocal comfort.
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electronic resource
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viii, 104 p. : ill.
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Note
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D.M.A.
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Includes bibliographical references (p. 70-76)
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by Stacey L. Sassi
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Sassi
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Stacey L.
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1975-
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Stacey L. Sassi
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Hackworth
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Rhonda
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Rhonda S. Hackworth
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Berz
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William
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William Berz
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Patrick
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Patrick Gardner
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Richard
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Richard Chrisman
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Stephen
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Stephen Oosting
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Rutgers University
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Mason Gross School of the Arts
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2010
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2010-01
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Mason Gross School of the Arts Electronic Theses and Dissertations
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doi:10.7282/T38052R5
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ETD doctoral
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The author owns the copyright to this work.
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Copyright protected
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Open
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Permission or license
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Sassi
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Stacey
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2009-12-30 22:04:29
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Stacey Sassi
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Rutgers University. Mason Gross School of the Arts
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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