Jared Daley McKinney Chp1

Jared Daley McKinney Chp 1

1. What are the 3 questions that McKinney asked teachers after playing each of the samples of faulty singing? - He asked, What is wrong with the sound that you are hearing? What do you think is causing it? and What would you do about it if you were the teacher?

2. When does the diagnostic process begin? - The diagnostic process can begin as soon as the student enters your office. You can pick up a lot of information just by observing. 

3. Define Symptom. - A symptom is any sensation or change in bodily function experienced by a patient that is associated with a particular disease.

4. What are the 3 basic techniques for gathering evidence? - Three basic techniques for gathering evidence are informal observation of the patient, self evaluation by the patient, and systematic testing by the doctor.

5. Define Diagnosis. - Diagnosis is thorough analysis of facts or problems in order to gain understanding and aid future planning.

6. What are three fundamental questions a doctor must ask about each patient he examines? - The three questions he/she must ask are What are the symptoms? What are the causes of these symptoms? What are the possible remedies?

7. Upon what should the teacher's tonal idea be based? - You should have a tonal ideal based on the physical laws of sound and the tone quality of artist performers against which you measure the sounds you are hearing. 

8. What are the components necessary to be able to communicate information to the student in a way that s/he will accept your analysis and want to make the desired change? - You need the comprehensive knowledge of the vocal mechanism and how it works, the ability to express yourself in terms the student can understand, and some of the skills of a master psychologist.

9. "Each student is an individual and must be allowed to seek vocal truth for himself under your guidance.

10. Why is a systematic approach to diagnosing vocal faults important?  -If you do not have a systematic approach to diagnosing vocal faults thenit is likely that some faults will go unnoticed and uncorrected.

11. "Bad sounds and incorrect pitches which are not heard on the first hearing become increasingly less likely to be heard with each subsequent hearing."
"the longer you teach a student without correcting a particular vocal fault the more inclined you are to accept it as an inborn characteristic of that person and leave it uncorrected."

12. What are Mckinney's recommendations for the first hearing of a student? - When hearing a student for the first time it is important to let them sing the whole song for you without interruption and then find something positive to say about the performance. You must establish a good working relationship with them.

13. What is the teacher's plan of action? - The teacher's plan of action is to recognize symptoms, determine causes, and devise cures.

14. What are the two types of clues? - There are audible clues and visible clues.

15. What does the teacher need on order to determine causes? - In order to determine causes the teacher will need to be intimately acquainted with the vocal mechanism and with the physics of sound.

16. What does it mean to use empathy as a voice teacher? Why is this a valuable tool? Empathy in this sense means to try to feel in your own vocal mechanism the actions that are taking place in his. It is the quickest and most valuable tool for identifying the cause of a fault.

17. How do we develop the ability to devise cures for vocal faults? - The ability comes mainly from applied knowledge and gained experience.

18. "Do not begin to tolerate or accept the incorrect sound just because you have not been able to change it. Be resourceful; be creative; adapt your teaching techniques; consult other teachers; keep searching until you find an answer.