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ABSTRACT
Voice practitioners use a variety of language to describe the act of sounding. Because practitioners cannot literally “see the voice,” they rely on imagery, imagination, anatomical descriptions, and acoustic feedback to encourage positive results for clients. There is often a debate among voice practitioners about the value of science and art when choosing both the type of voice exercise to give and ultimately the language to use with clients in order to achieve positive vocal training outcomes. This article outlines a qualitative research study assessing the effectiveness of using metaphorical or scientific language or both for improving student and client outcomes in the voice studio, the speech-language pathology clinic, and in performance. The results of the study suggest that there is a pedagogical advantage to using both metaphorical and literal language with voice clients. Because of this, there is a potential need to advocate for the increased intersection between art and science in teaching voice. Suggestions for this approach are given, and the implications for training future voice practitioners are discussed.
Acknowledgments
Many thanks to Betty Moulton, David Ley, the drama students of the University of Alberta, and the drama and music theatre students of St. Thomas University for supporting this research and for participating in interviews and surveys. Also, thanks to the many speech-language pathologists, VASTA colleagues, and voice practitioners across North America who participated in interviews, e-mail exchanges, and the on-line survey. Thank you to Ion Bica at MacEwan University who assisted me with the mathematics.
Disclosure statement
No potential conflict of interest was reported by the author.
Addendum Part A Survey Questions – Questions for Students and Clients
How many years have you studied or received therapy in some aspect of voice, speech, and/or singing?
Indicate what kind of instruction and/or therapy you have received.
Are there any specific aspects about your own voice that you are currently working on such as articulation, resonance, projection, breathing, etc.
If so, what voice exercises have you found most effective to help with your voice training?
Are there certain words or phrases that a voice instructor or speech-language pathologist has used that you will think about often when you practice speaking or singing?
If you answered yes, what are some of the words or phrases that you find most useful in your vocal practice?
Have any voice teachers and/or speech-language pathologists ever used imaginative words or phrases to describe the kind of sound or physicality they wish you to emulate or produce?
If you answered yes, what are some of your favorite images that any voice teachers and/or therapists have used to assist you in working on your voice?
Have any voice teachers and/or therapists described how the voice works anatomically?
If you answered often or sometimes, what anatomical descriptors were most helpful to you?
What have you found most frustrating to understand in your voice speech and singing training and/or therapy?
While performing or speaking publicly to another person, or group of people, are there certain phrases or images that you will think of that remind you of your “vocal technique” or assist you in using your voice effectively?
If you answered yes, or sometimes, what words, phrases, or images are most effective for you while you are in the act of performing or speaking publicly?
Do you have any further comments?
Part B Survey Questions – Questions for Voice Practitioners
How many years have you been working as a voice practitioner?
As a voice practitioner please indicate the type of practice and/or teaching you have done.
Is there a specific voice method or exercises from an established practitioner that you are drawn to and use in your work?
Do you use imagery and metaphorical language when you instruct students/clients?
If you answered often or sometimes, indicate some of your favorite phrases or imaginative language that you feel consistently have positive results for your students.
If you answered rarely, are there any reasons why you choose not to use imagistic and/or metaphorical language in your teaching?
Do you use anatomical descriptors or scientific explanations about acoustics, physiology, etc., in your work with students/clients?
If you answered often or sometimes, what anatomical descriptors and/or scientific explanations do you find most useful when working with your voice and speech clients?
If you answered rarely, are there any reasons why you choose not to use anatomical descriptors and/or scientific explanations in your teaching?
Do you have any further comments?
Notes
1. VASTAvox is an on-line listserv community of voice practitioners sponsored by the Voice and Speech Trainers Association (VASTA) who wish to communicate thoughts and concerns about voice and speech.
2. How vocal understanding and success is individually or broadly defined for students, clients, and practitioners is beyond the scope of this study.
Additional information
Funding
Notes on contributors
Dawn Sadoway
Dawn Sadoway is an established Canadian teacher and performer. She has taught at the University of Alberta, the University of Calgary, St. Thomas University, and MacEwan University. She serves as a regional voice coach and is a past recipient of VASTA’s Dorothy Mennen Award for Research. Dawn holds an MFA in theatre voice pedagogy (University of Alberta), a BMus in voice performance (McGill University), a BEd in secondary education (University of Alberta), an ARCT in voice performance (Toronto Royal Conservatory of Music), and diploma in music theatre (Banff School of Fine Arts).