Focal Spot, Spring 2000

https://digitalcommons.wustl.edu/focal_spot_archives/1084/thumbnail.jp

An Examination Of The Effects Of Body Mapping Instruction On Singers’ Static Standing Posture And Posture While Singing

Physical posture is one of the fundamental aspects of vocal technique, and voice pedagogues suggest that effective alignment is necessary for healthy vocal production. Body Mapping (BMG) is a somatic method that focuses on the understanding and correction of errors in a person’s body map to facilitate effective movement for musical activity. Because this method has balance, physical alignment, and posture as foundational, it may be an effective way to begin to instruct students. This study investigated whether the use of the BMG method, which teaches posture through movement, scientific pictures, and anatomical models, would result in a significant difference in postural alignment. This study also examined whether there was an association between posture and breath capacity while singing. In a pre-test/posttest study, the Vicon motion capture system was used to measure 49 undergraduate choir students on six postural alignment points (Atlanto- Occipital joint, shoulder joints, lumbar region, hip joints, knee joints, and ankle joints). Chest expansion was also measured to look for changes in breath capacity. Participants stood in a static position for 20 seconds and then sang “Happy Birthday” three times. Participants were distributed into a control group that received basic postural instruction and an experimental group that received BMG instruction. Participants were again measured for postural alignment and breath capacity. Statistical analyses comparing the two groups found that the experimental group (n = 24) improved significantly more than the control group (n = 25) in static lumbar alignment. Comparisons of the pre-test/posttest data for each group showed improved static and singing A/O alignment for the experimental group and improved static lumbar alignment for both groups. An overall improvement was also found for the experimental group in the singing position. Analysis of the breath data showed significant improvement across the entire sample. These results provide preliminary evidence that BMG is an effective method for teaching static and singing posture

Learning, Arts, and the Brain: The Dana Consortium Report on Arts and Cognition

Reports findings from multiple neuroscientific studies on the impact of arts training on the enhancement of other cognitive capacities, such as reading acquisition, sequence learning, geometrical reasoning, and memory

Promoting Cognitive and Fine Motor Development in the Art Room for Young Students with Exposure to Trauma: an Exploratory Case Study.

Despite the overwhelming research that suggests visual artmaking experiences can produce positive outcomes for individuals, many state art education policies fail to implement and integrate the arts into core academic curriculums. Specifically in the state of West Virginia, kindergarten through twelfth grade students often lack the access to a quality and consistent art education. With high teacher-pupil ratios and inclusive learning environments, educators face the difficult task of meeting all the individual needs of their students’ in the classroom. This not only affects whole student populations, but also poses risks for children who have been exposed to trauma. Traumatic experiences in early childhood can cause a range of severe negative outcomes. West Virginia has seen a rise in child victims and the occurrence of traumatic childhood e since 2015, making it more apparent than ever that children need resources to help them heal and mitigate the impact trauma can have on their lives. School communities are increasingly implementing trauma-informed programs that provide students with the proper interventions they need. Although these programs already have invaluable benefits, there seems to be a gap in research between the interventions of currently established programs and the possibilities artmaking experiences can provide for trauma exposed students. This exploratory case study investigates how to design art lessons that promote the development of students in the kindergarten through second grade classroom who have been identified with exposure to trauma. This research particularly focuses on understanding how art lessons can promote cognitive and fine motor development for these students in the art room. Finally, this research examines the role an art education can play in supporting these students within trauma-informed school communities