In-Person or Virtual? - Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues.
Identifieur interne : 000138 ( Main/Exploration ); précédent : 000137; suivant : 000139In-Person or Virtual? - Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues.
Auteurs : Kristen Murdaugh [Autriche] ; Josipa Bainac Hausknecht [Autriche] ; Christian T. Herbst [Autriche]Source :
- Journal of voice : official journal of the Voice Foundation [ 1873-4588 ] ; 2020.
Abstract
The social distancing measures implemented world-wide in the wake of the novel Coronavirus (COVID-19) crisis have forced voice pedagogues to alter their teaching habits, likely shifting from customary in-person teaching to virtual teaching. An online survey, distributed world-wide in April/May 2020, investigated how singing voice pedagogues were impacted by the COVID-19 crisis. The collected responses from 387 survey participants suggest that, overall, voice teachers were only moderately satisfied with having to teach virtually, indicating that virtual voice teaching is not a sufficient replacement for in-person teaching. The participants indicated that during virtual teaching the singing voice can be assessed relatively well through features which provide both acoustic and visual clues. In contrast, depending on utilized technology, it may be harder to judge those aspects of the singing voice that are solely defined acoustically, such as dynamic range and spectral composition. This may be explained by limitations imposed by "out of the box" technology for online communication, which is typically optimized for speech instead of singing. This calls for better information on technological solutions for virtual voice teaching.
DOI: 10.1016/j.jvoice.2020.08.027
PubMed: 33243666
PubMed Central: PMC7553062
Affiliations:
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Herbst</name><affiliation wicri:level="3"><nlm:affiliation>Antonio Salieri Department of Vocal Studies and Vocal Research in Music Education, University of Music and Performing Arts Vienna, Vienna, Austria. Electronic address: herbst@mdw.ac.at.</nlm:affiliation><country xml:lang="fr">Autriche</country><wicri:regionArea>Antonio Salieri Department of Vocal Studies and Vocal Research in Music Education, University of Music and Performing Arts Vienna, Vienna</wicri:regionArea><placeName><settlement type="city">Vienne (Autriche)</settlement><region nuts="2" type="province">Vienne (Autriche)</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="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The social distancing measures implemented world-wide in the wake of the novel Coronavirus (COVID-19) crisis have forced voice pedagogues to alter their teaching habits, likely shifting from customary in-person teaching to virtual teaching. An online survey, distributed world-wide in April/May 2020, investigated how singing voice pedagogues were impacted by the COVID-19 crisis. The collected responses from 387 survey participants suggest that, overall, voice teachers were only moderately satisfied with having to teach virtually, indicating that virtual voice teaching is not a sufficient replacement for in-person teaching. The participants indicated that during virtual teaching the singing voice can be assessed relatively well through features which provide both acoustic and visual clues. In contrast, depending on utilized technology, it may be harder to judge those aspects of the singing voice that are solely defined acoustically, such as dynamic range and spectral composition. This may be explained by limitations imposed by "out of the box" technology for online communication, which is typically optimized for speech instead of singing. 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An online survey, distributed world-wide in April/May 2020, investigated how singing voice pedagogues were impacted by the COVID-19 crisis. The collected responses from 387 survey participants suggest that, overall, voice teachers were only moderately satisfied with having to teach virtually, indicating that virtual voice teaching is not a sufficient replacement for in-person teaching. The participants indicated that during virtual teaching the singing voice can be assessed relatively well through features which provide both acoustic and visual clues. In contrast, depending on utilized technology, it may be harder to judge those aspects of the singing voice that are solely defined acoustically, such as dynamic range and spectral composition. This may be explained by limitations imposed by "out of the box" technology for online communication, which is typically optimized for speech instead of singing. This calls for better information on technological solutions for virtual voice teaching.</AbstractText><CopyrightInformation>Copyright © 2020 The Voice Foundation. Published by Elsevier Inc. 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