What are the 3 questions that McKinney asked teachers after
playing each of the samples of faulty singing? (5) What do you think is wrong with the sound you are hearing? What do you think is causing it? What are you going to do about it?
When does the diagnostic process begin? (11) As soon as the student walks in you can begin evaluating their posture, the temperature of their hand when you shake it, the way they greet you, the condition of their skin. All of these things reveal something about how the student is feeling and functioning.
Define symptom. (11) "Any sensation or change in bodily function experienced by a patient that is associated with a particular disease. "
What are the 3 basic techniques for gathering evidence? (12
or 15) 1. informal observation of the patient. 2. self-evaluation by the patient.3. systematic testing by the doctor.
Define diagnosis. (12) "thorough analysis of facts or problems in order to gain understanding and aid future planning."
What are the 3 fundamental questions a doctor must ask about
each patient he examines? (12)
1. What are the symptoms? 2. What are the causes of these symptoms? 3. What are the possible remedies?
Upon what should the teacher’s tonal ideal be based? (13) laws of sound and solid understanding of vocal production. Also, upon listening to experienced artist-level singers.
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 changes? (12-13) 1. a comprehensive knowledge of the vocal mechanism and how it works. 2. ability to express yourself in terms the student can understand. 3. Some of the skills of master psychologist (in other words, the ability to tactfully make corrections/ understanding the needs of each student).
Complete this quote (14)
“Each student is an individual and must be allowed to seek vocal truth for himself under you guidance."
Why is a systemic approach to diagnosing vocal faults
important? (14) So that nothing gets overlooked. It is important to keep records of the student so you know exactly where they are coming from and where they are trying to get so that you can track their progress. This way you know exactly what you have tried, what worked and what doesn't.
Complete these quotes (16)
“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."
What are McKinney’s recommendations for the first hearing of
a student? (16)
Let the students sing uninterrupted. Make a positive comment about their work. Don't load them down with all the vocal faults you hear. Make it a positive experience! Lay down firm guidelines and expectations.
What is the teacher’s plan of action? (17) recognize symptoms, determine causes, and devise cures.
What are the two types of clues? (17) Visible clues which include the posture and stance of the student and what the teacher can observe on the outside. Audible clues which include what can be determined upon vocalization.
What does the teacher need in order to determine causes?
(18) Be intimately acquainted with the vocal mechanism and the physics of sound.
What does it mean to use empathy as a voice teacher? Why is this a valuable tool? (18) Empathy as a teacher means trying to put yourself in the place of the student to try to discover what they are experiencing vocally in attempts to create sound. If you are well acquainted with the laws of sound and singing then this tool can allow to to discover on a more personal level what the student is experiencing.
How do we develop the ability to devise cures for vocal
faults? (19) applied knowledge and gained experience
Complete this quote (19)
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