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ORIENTATIONS |
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must not do violence to the broader pedagogical principles underlying them.
In conclusion, it is pointed out that scientific discoveries about the singing voice may not seem important to the teaching profession until they are given a pedagogical interpretation. The laboratory research worker is often far removed in his thinking from the teaching practices of the class room or studio. Conversely, the singing teacher often must handle unpredictable personality problems with intuitive insight and improvised instructional techniques that are not readily amenable to experimental analysis. [Muyskens 415] The interpretational treatment of this study will attempt to harmonize these two unfriendly but not irreconcilable points of view; that of the teacher and that of the vocal scientist. |
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