Voice Load in a Music Student Teacher: A Quantitative Case Study in Voice Dosimetry

Bryan E. Nichols, Kay Piña, Scott Atchison

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The authors examined the voice use of a student teacher in vocal music in the initial 20 instructional meetings of a choir class over two months in a high school choir class. The purpose was to explore voice load during one daily period in the music classroom at the beginning of the student teaching placement to evaluate how and whether voice use changes in the early stage of teacher preparation. Results indicated that measures of fundamental frequency (F0), phonation time, phonation volume, and background noise level varied across measurement periods and according to student teacher activities. As a percentage of the instructional period, phonation time ranged 1.9% to 42%, and was largest in measurement periods beyond the initial days of student teaching. Teacher volume increased modestly across the data collection. Implications are suggested including increased confidence in the student teacher or increased voice misuse by the student teacher.

Original languageEnglish (US)
Pages (from-to)34-43
Number of pages10
JournalVoice and Speech Review
Volume18
Issue number1
DOIs
StatePublished - 2024

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Visual Arts and Performing Arts
  • Music

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