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Applications of somatic education principles to voice pedagogy
Descriptive
TitleInfo
Title
Applications of somatic education principles to voice pedagogy
Name
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NamePart
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Mingle
NamePart
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Alison
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1986-
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Alison Mingle
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author
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Cronenberg
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Stephanie
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Stephanie Cronenberg
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Advisory Committee
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chair
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Berz
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William
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William Berz
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Advisory Committee
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internal member
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(type = family)
Nicosia
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(type = given)
Judith
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Judith Nicosia
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Advisory Committee
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internal member
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Price
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Kathy
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Kathy Price
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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Mason Gross School of the Arts
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school
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Text
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theses
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2018
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2018-05
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2018
Place
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xx
Language
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eng
Abstract
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Students of voice are trained in complex processes of coordinated movements, many of which occur internally. Somatic education techniques may promote complementary skills, such as the ability to integrate the mind and body, to move with ease and efficiency, and to intervene with awareness and volition against interfering habits. After examining three related approaches to somatic education, a multiple case study was conducted on three professional voice teachers, each of whom is also certified in the somatic education disciplines of the Alexander Technique, the Feldenkrais Method, or Hanna Somatic Education. Each teacher was interviewed three times, and observed teaching four voice lessons. One voice student at each site was interviewed as well. A comparison and analysis of interview and observation data from these contexts may illuminate the ways in which somatic education principles can be applied to the teaching of voice.
Subject
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Topic
Music Education
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_8740
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiv, 276 p.)
Note
(type = degree)
D.M.A.
Note
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Includes bibliographical references
Subject
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Topic
Singing--Instruction and study
Note
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by Alison Mingle
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Mason Gross School of the Arts Electronic Theses and Dissertations
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rucore10000700001
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NjNbRU
Identifier
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doi:10.7282/T3MW2MJ1
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Mingle
GivenName
Alison
Role
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Type
Permission or license
DateTime
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2018-04-02 11:48:22
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Name
Alison Mingle
Role
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Affiliation
Rutgers University. Mason Gross School of the Arts
AssociatedObject
Type
License
Name
Author Agreement License
Detail
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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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