Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.
Identifieur interne : 000A42 ( Main/Exploration ); précédent : 000A41; suivant : 000A43Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.
Auteurs : Laura Crocco [Australie] ; Catherine J. Madill [Australie] ; Patricia Mccabe [Australie]Source :
- Journal of voice : official journal of the Voice Foundation [ 1873-4588 ] ; 2017.
Descripteurs français
- KwdFr :
- MESH :
English descriptors
- KwdEn :
- MESH :
Abstract
OBJECTIVES/HYPOTHESIS
The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training.
STUDY DESIGN
This is a systematic review.
METHODS
A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation.
RESULTS
Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low.
CONCLUSIONS
Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed.
DOI: 10.1016/j.jvoice.2015.12.001
PubMed: 26804784
Affiliations:
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Madill</name><affiliation wicri:level="4"><nlm:affiliation>University of Sydney, Sydney, New South Wales, Australia.. Electronic address: c.madill@usyd.edu.au.</nlm:affiliation><country xml:lang="fr" wicri:curation="lc">Australie</country><wicri:regionArea>University of Sydney, Sydney, New South Wales</wicri:regionArea><orgName type="university">Université de Sydney</orgName><placeName><settlement type="city">Sydney</settlement><region type="état">Nouvelle-Galles du Sud</region></placeName></affiliation></author><author><name sortKey="Mccabe, Patricia" sort="Mccabe, Patricia" uniqKey="Mccabe P" first="Patricia" last="Mccabe">Patricia Mccabe</name><affiliation wicri:level="4"><nlm:affiliation>University of Sydney, Sydney, New South Wales, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>University of Sydney, Sydney, New South Wales</wicri:regionArea><orgName type="university">Université de Sydney</orgName><placeName><settlement type="city">Sydney</settlement><region type="état">Nouvelle-Galles du Sud</region></placeName></affiliation></author></analytic><series><title level="j">Journal of voice : official journal of the Voice Foundation</title><idno type="eISSN">1873-4588</idno><imprint><date when="2017" type="published">2017</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Curriculum (MeSH)</term><term>Humans (MeSH)</term><term>Learning (MeSH)</term><term>Models, Educational (MeSH)</term><term>Singing (MeSH)</term><term>Students (MeSH)</term><term>Teaching (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Apprentissage (MeSH)</term><term>Chant (MeSH)</term><term>Enseignement (MeSH)</term><term>Humains (MeSH)</term><term>Modèles éducatifs (MeSH)</term><term>Programme d'études (MeSH)</term><term>Étudiants (MeSH)</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Curriculum</term><term>Humans</term><term>Learning</term><term>Models, Educational</term><term>Singing</term><term>Students</term><term>Teaching</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Apprentissage</term><term>Chant</term><term>Enseignement</term><term>Humains</term><term>Modèles éducatifs</term><term>Programme d'études</term><term>Étudiants</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>OBJECTIVES/HYPOTHESIS</b></p><p>The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training.</p></div><div type="abstract" xml:lang="en"><p><b>STUDY DESIGN</b></p><p>This is a systematic review.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">26804784</PMID><DateCompleted><Year>2017</Year><Month>06</Month><Day>13</Day></DateCompleted><DateRevised><Year>2018</Year><Month>12</Month><Day>02</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1873-4588</ISSN><JournalIssue CitedMedium="Internet"><Volume>31</Volume><Issue>1</Issue><PubDate><Year>2017</Year><Month>Jan</Month></PubDate></JournalIssue><Title>Journal of voice : official journal of the Voice Foundation</Title><ISOAbbreviation>J Voice</ISOAbbreviation></Journal><ArticleTitle>Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.</ArticleTitle><Pagination><MedlinePgn>130.e7-130.e17</MedlinePgn></Pagination><ELocationID EIdType="pii" ValidYN="Y">S0892-1997(15)00283-0</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.1016/j.jvoice.2015.12.001</ELocationID><Abstract><AbstractText Label="OBJECTIVES/HYPOTHESIS" NlmCategory="OBJECTIVE">The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training.</AbstractText><AbstractText Label="STUDY DESIGN" NlmCategory="METHODS">This is a systematic review.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. 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