Performer Wellness and Applied Stage Practices Curriculum: Preparing the Undergraduate Vocal Performance Major for an Opera Career

Within higher education, the goal is to prepare students to enter the workforce with the knowledge and abilities to meet or exceed the chosen occupation’s requirements and expectations. To achieve these requisites, schools create curricula comprising key information for several fields and concentrations while abiding by the regulations enforced by both their school boards and accreditation organizations. Students can apply for a job knowing that their degree holds value. Many institutions continually revise degrees to curricula to inspire the next generation in the workforce. The purpose of this curriculum project is to advocate for expanded curriculum considerations that include acting for the stage, language surrounding the theater, stage makeup, and The Seven Dimensions of Wellness. This qualitative study will seek to determine ways that an undergraduate vocal performance student may feel underprepared for the challenges of an opera career post-graduation in terms of optimizing wellness and the knowledge and praxis of stage applied practices

Promoting communication wellness in college student-athletes.

Communication wellness involves education and consultation to promote practices that will develop and maintain optimal communication. The purpose of this paper is to present a program designed to promote communication wellness in a group of college student-athletes. Elements of the program are described and forms of communication disorders commonly observed among this student population are presented. Applicability of the strategies described in this program to promote communication wellness in other young adult populations is discussed

Portraits of Vocal Psychotherapists: Singing as a Healing Influence for Change and Transformation

The purpose of this study was to explore the personal singing and vocal journey of music therapists who are also trained as vocal psychotherapists with the Austin model of vocal psychotherapy. I was interested in learning how singing has been a healing influence for change and transformation in their lives. It is my hope that this research will offer music therapists new perspectives and information about how singing is important in healing for their own change and transformation, and for that of their clients. This research also may have implications for leaders of change as well as those who engage in vocal and singing groups, choirs and projects. Foundational literature relates to topics such as vocal improvisation, vocal psychotherapy, therapeutic singing lessons, sound healing, and singing for health and wellness, but no research exists that specifically explores the healing influence of singing as experienced by music/vocal psychotherapists nor the full spectrum of healing domains (energetic, emotional, physiological, etc.). I gathered data by recorded in-person or Skype interviews with five Canadian music/vocal psychotherapists, and analyzed the data from the interviews using portraiture. Five MP3 audio files are embedded within and are attached to the dissertation. A video recorded MP4 author introduction is included. The electronic version of this dissertation is at AURA, http://aura.antioch.edu/etds/ and OhioLink ETD Center, www.ohiolink.edu/etd

Portraits of Vocal Psychotherapists: Singing as a Healing Influence for Change and Transformation

The purpose of this study was to explore the personal singing and vocal journey of music therapists who are also trained as vocal psychotherapists with the Austin model of vocal psychotherapy. I was interested in learning how singing has been a healing influence for change and transformation in their lives. It is my hope that this research will offer music therapists new perspectives and information about how singing is important in healing for their own change and transformation, and for that of their clients. This research also may have implications for leaders of change as well as those who engage in vocal and singing groups, choirs and projects. Foundational literature relates to topics such as vocal improvisation, vocal psychotherapy, therapeutic singing lessons, sound healing, and singing for health and wellness, but no research exists that specifically explores the healing influence of singing as experienced by music/vocal psychotherapists nor the full spectrum of healing domains (energetic, emotional, physiological, etc.). I gathered data by recorded in-person or Skype interviews with five Canadian music/vocal psychotherapists, and analyzed the data from the interviews using portraiture. Five MP3 audio files are embedded within and are attached to the dissertation. A video recorded MP4 author introduction is included. The electronic version of this dissertation is at AURA, http://aura.antioch.edu/etds/ and OhioLink ETD Center, www.ohiolink.edu/etd

Behavioral and Environmental Analysis of Self-Reported Dysphonic and Non-Dysphonic High School Music Teachers

Vocal fatigue and dysphonia are considered to be common hazards associated with occupational voice users. Teachers, due to the consistent communication demands of the profession, represent the highest percentage of clinical voice disorder patients (Verdolini & Ramig, 2001). Voice related injuries in teachers could result in lost wages due to missed work, additional costs for medications, therapy, and surgeries, and teacher attrition (Verdolini & Ramig, 2001). The purpose of this study was to observe specific teacher behaviors and classroom environmental factors among and between three self-reported dysphonic and three self-reported non-dysphonic music teachers. The researcher observed each participant daily during the same ensemble class period for three consecutive days. Participants also engaged in a semi-structured interview following the three-day observation period. The observed behaviors were analyzed in order to determine if teacher talk time, amount of time spent talking over specific classroom noises, and amount of teacher talk within a “very loud” classroom (\u3e80dBA) could be contributing factors for vocal attrition. The results indicated that the difference between amount of time spent talking, talking over students talking, talking over students musicing, and talking over other classroom noise was insignificant among the dysphonic and non-dysphonic teachers. Interviews revealed that all of the participants do not smoke, try to remain hydrated, and are all involved in at least one extra curricular activity. Self-reported dysphonic teachers experience high levels of stress as well as environmental or biological concerns such as poor classroom acoustics, chronic vocal nodules, or acid reflux that affect them on a daily basis. Study limitations and further investigations are suggested

Stress Reduction and Wellness

Modern society has induced a plethora of new media through which people of all ages can be affected by stress, including life stress (Holmes & Rahe, 1967), academic stress (Misra & Castilo, 2004), occupational stress (McClenahan, Giles, & Mallett, 2007), music performance anxiety stress (Kenny, 2005), social stress (Meyer, 2003), traumatic stress (Sutton, 2002) and acculturative stress (S. Kim, 2011). The complex nature of modern society is responsible for increasing levels of stress in our daily lives (Edlin & Golanty, 2010). The Annual Stress Report (2012), conducted by the American Psychology Association (APA), found that 44% of respondents felt that the degree of stress in their lives had increased over the past five years. Moreover, one in five respondents were identified as suffering from chronic stress. Stress includes psychological and physiological manifestations (Fink, 2000; Lovallo, 2005). The effects of stress can be significant, as stress can result in serious illnesses such as depression, insomnia, heart disease, cancer, weight problems, or, in extreme cases, suicide (McEwen & Stellar, 1993; McGrady, 2007; Walker, Wingate, Obasi, & Joiner, 2008). Although there have been efforts to increase awareness of the effects of stress on health, only 31% of the respondents indicated that their own stress level could cause poor health conditions. The first step in increasing awareness of stress is to understand the mechanisms of stress

Philosophies of Empirical and Habitual Teaching: Healthy Vocal Methodologies in Higher Education for the Twenty-first Century

Despite research done on healthy vocal methodologies, there are continuous changes in how best to prepare collegiate music students, relating to their emotional health through empirical and habitual teachings. This study will show how healthy vocal methodologies can influence higher education vocal students of the twenty-first century. This qualitative study can build a bridge to related topics in an exploratory framework with perspectives on: Dr. William Hettler’s Emotional Well-Being and its seven dimensions, Jean Piaget\u27s Cognitive Construction Theory, Peter Salovey and John Mayer\u27s Emotional Intelligence Theory, Daniel Goleman’s Social Emotional Learning Methodology, Susan Brookhart’s “Classroometrics” Theory, Howard Gardner’s Theory of Multiple Intelligences, Imagery-Based Learning Methodology, and Learning-Based Methodology. By applying these theories and methodologies to the study, one can gain a better understanding of the process of higher education music students\u27 vocal background. In addition, music educators can facilitate and address relevant concerns regarding healthy vocal techniques that one’s emotional condition may influence. This study highlights gaps in the research on constructive and adverse effects of habitual and empirical vocal technique studies through interviews and facilitated lessons with higher education participants, which is essential because a solid foundation for music students\u27 success begins with vocal health. Based on new and developing perspectives of empirical and habitual teachings, this research will seek to explore findings benefiting music educators, vocal students, and further develop music specialists’ knowledge of what may affect higher education music students\u27 vocal health by discovering constructive and adverse habits that arise from empirical and habitual musical experiences

A Cross-Cultural Approach to Vocal Music Therapy in Cancer Care, Development of a Method

Many of the techniques and methods used in the music therapy field today are derived from non-Western and ancient methods of healing with sound and music; however, these methods are often seen as falling outside the boundaries of professional music therapy. This study demonstrated the need to expand music therapy and mental health practices beyond ethnocentric orientation by exploring the efficacy of a cross-cultural vocal music therapy method to address biopsychosocial and spiritual concerns in cancer care. The method was an expressive, voice-based music therapy approach combining theories and ideas from transpersonal and psychodynamic frameworks and ancient and modern sound healing techniques from a variety of Indigenous and non-Western cultures. The method was conducted in music therapy support groups and individual music therapy sessions at a cancer support center that provides integrative therapeutic programs and services to adults affected by cancer. Clinical goals, such as decreasing anxiety and stress, pain and symptom management, improving mood, and increasing energy, were achieved through breath work, humming, toning, vocal improvisation and meditation, singing mantras and chants, and songwriting. Qualitative results indicated a decrease in levels of distress with physical, social, emotional, functional, and spiritual well-being after each session. Although the health benefits of therapeutic singing have been established in the music therapy field, further research examining the use and efficacy of voicework in cancer care is recommended, especially psychotherapeutic and transpersonal outcomes. The integration of non-Euro-American music therapy approaches and ancient and modern sound healing techniques in music therapy practice should also be considered

Singers and Sound: An Introduction to Tomatis-Based Listening Training for Singers

abstract: ABSTRACT This document introduces singers and voice teachers to Dr. Alfred A. Tomatis's listening training method with a particular emphasis on its relevance to singers. After presenting an overview of Tomatis's work in the field of audio-psycho-phonology (circa 1947 through the 1990s) and specific ways that aspects of his theory are relevant to singers' performance skills, this project investigates the impact of listening training on singers by examining published research. The studies described in this document have investigated the impact of listening training on elements of the singer's skill set, including but not limited to measures of vocal quality such as intonation, vocal control, intensity, and sonority, as well as language pronunciation and general musicianship. Anecdotal evidence, presented by performers and their observers, is also considered. The evidence generated by research studies and anecdotal reports strongly favors Tomatis-based listening training as a valid way to improve singers' performance abilities.Dissertation/ThesisD.M.A. Music 201

Voice disorders in teachers: critical review on the worker's health surveillance practice

PURPOSE: To analyze scientific bibliographic production on the practice of occupational health surveillance related to voice disorders in teachers. Search STRATEGY: The Cochrane Handbook precepts which involves the formulation of the question to be investigated, the location, the studies selection and articles' critical evaluation were followed. SELECTION CRITERIA: The articles published between 2000 and 2011 were selected in the PubMed, LILACS, MEDLINE database, and the Cochrane Library using the descriptors voice disorders; teachers, occupational health, workers' health surveillance. DATA ANALYSIS: Texts were analyzed, using a standardized form when the following data were collected: objectives, research design, characteristics of the study group, obtained results and discussion on the practice of surveillance related to voice disorder. RESULTS: Initially, 141 studies were identified. After reviewing the titles and abstracts, considering inclusion and exclusion criteria, verifying consistency with the topic researched and eliminating the ones which were concurrently in more than one database, 32 articles were effectively analyzed for relating in the findings and/or conclusions to the practice of surveillance related to voice disorders in teachers. CONCLUSION: The practice of monitoring workers' health was evidenced in this research mainly as the identification of risk factors associated with voice disorders in teachers, aimed at the transformation of the working conditions and the assurance of quality of assistance to these workers as professionals.OBJETIVO: Analisar a produção bibliográfica científica sobre a prática da vigilância à saúde do trabalhador relacionada aos distúrbios vocais em professores. ESTRATÉGIA DE PESQUISA: Foram seguidos os preceitos do Cochrane Handbook, que envolveu a formulação da questão a ser investigada, a localização, a seleção dos estudos e a avaliação crítica dos artigos. CRITÉRIOS DE SELEÇÃO: Os artigos publicados entre 2000 e 2011 foram selecionados por meio das bases de dados PubMed, LILACS, MEDLINE e Biblioteca Cochrane, utilizando-se os descritores distúrbio da voz/voice disorders, docentes/faculty, saúde do trabalhador/occupational health, vigilância em saúde do trabalhador/surveillance of the workers health. AnÁLISE DE DADOS: Os textos foram analisados utilizando-se um formulário padronizado, quando os seguintes dados foram coletados: objetivos, desenho da pesquisa, características do grupo pesquisa, resultados obtidos e discussão sobre a prática da vigilância relacionada ao distúrbio da voz. RESULTADOS: Inicialmente, foram identificados 141 estudos. Após revisão dos títulos e resumos, consideração dos critérios de inclusão e exclusão, verificação da coerência com a temática pesquisada e eliminação por estarem concomitantemente em mais de uma base de dados, 32 foram efetivamente analisados por referirem nos resultados e/ou nas conclusões a prática da vigilância relacionada aos distúrbios vocais em professores. CONCLUSÃO: A prática da vigilância em saúde do trabalhador foi evidenciada nesta pesquisa principalmente enquanto identificação dos fatores de riscos associados aos distúrbios vocais em professores, visando à transformação das condições de trabalho e à garantia da qualidade da assistência a esses profissionais como trabalhadores.Universidade Estadual de Ciências da Saúde de Alagoas Residência Multiprofissional em Saúde da FamíliaUniversidade Estadual de Ciências da Saúde de Alagoas Departamento de Psicologia Social e InstitucionalUniversidade Federal de São Paulo (UNIFESP) Departamento de FonoaudiologiaUNIFESP, Depto. de FonoaudiologiaSciEL