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OUTCOMES OF THIS STUDY *6S
Problem 7^- How does bone conduction during singing influence the singer's auditory awareness of his own voice? How does the subjective hearing acuity of self-listening compare with the ear's sensitivity toward tonal impressions received from an outside source through the outer ear? This area of hearing needs experimental investigation.
Problem 75. Can a method be devised whereby each acoustical attribute of the singing voice (e.g., pitch, quality, dynamics) is separately and objectively presented to the ear of a listener and studied for possible values in ear training and for improving tonal imagery?
Problem y6. Can a direct relationship be traced between the tonal input of a specific listening experience and the tonal output of the vocal performance elicited thereby? Experimental procedures are needed that would measure this cause and effect relationship for single tones, phrase passages and complete songs.
Problem yy. To what extent do subjective factors such as intellectual attitudes, emotional states, mental alertness and receptivity toward specific impressions, influence the listening experience? How can these factors be tested and measured?
Problem j8. Can intellectual and emotional responses that are deeply imbedded in the listening experience be simplified or analyzed? Listening to any piece of vocal music with the purpose of forming objective evaluations of a given performance involves complicated individual reactions that are not yet amenable to pedagogical analysis. These should be investigated.
Problem y#. How can factors of primacy, frequency, recency and intensity or vividness of the tonal experience and their effect upon listening be analyzed, tested and measured? For instance, it is possible that casual familiarity with a piece of vocal music (afforded by a recent studio lesson) can heighten the student-listener's awareness of certain of its attributes while, on the other hand, over familiarity with the same piece of music can deaden his sensitivity toward, or interest in, the details of its performance- Reliable ear training procedures should account for such variables.
Problem 80. In what way can attention-arresting devices be used to accentuate the values of self-listening? Such devices as the microphone, loud speaker, ear phones, stethoscope, megaphone, magnetic-tape "sound mirror" and other forms of sound reflection and reproduction should be explored and tested for their educational possibilities in establishing ear-training techniques for singers.
Problem Si. How can available audio-visual media such as the cinema and radio be utilized for systematic technical and aesthetic singing in- |
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