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Vocal pedagogy cannot survive as an independent
educational entity if the physiological and
physical facts, which comprise its core, remain
subjects of sciolism (superficial knowledge).
Researchers must constantly interpret these
scientific facts so that they might become
realistic pedagogical tools.... -D. Ralph
Appelman, 1967
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At present most teachers and music schools rely
on very little beyond personal opinion to define
good singing, healthy singing, successful
training progress, or even a good voice....
Robert Sataloff, 1997
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From Garyth Nair (1999) Voice-Tradition and
Technology A State of the Art Studio.....
Scientists claim voice teachers dont know enough
science Voice teachers seem to want to hold
onto their cherished assumptions and not take the
time or effort to learn what the scientists have
discovered....Scientists often have to stand and
listen while voice practitioners proffer
seemingly definitive answers--answers that the
scientists know were proven false in the
laboratory perhaps decades ago. p 9
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From Garyth Nair (1999) Voice-Tradition and
Technology A State of the Art Studio.....
Voice teachers/performers claim scientists dont
understand art, dont speak the same
language Scientists speak jargon Scientists
cannot understand what happens in a voice
studio Science is anti-art Nothing can/should
replace the trained ears and intuition of a voice
teacher.
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Rapproachment?
Emerging discipline of Vocology Invites voice
teachers, voice performers, choir directors,
voice scientists, otolaryngologists, speech
pathologists to sit at the same table and
dialogue to achieve a common language and shared
purpose in voice pedagogy.
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Three Phonatory Onsets
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Larynx Tutorial
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