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Diction for singers: A comprehensive...

Mahaney, Cynthia Lynn.

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Diction for singers: A comprehensive assessment of books and sources.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Diction for singers: A comprehensive assessment of books and sources./
Author:	Mahaney, Cynthia Lynn.
Description:	448 p.
Notes:	Adviser: Eileen Davis.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220978
ISBN:	9780542723605

Diction for singers: A comprehensive assessment of books and sources.
Mahaney, Cynthia Lynn.

Diction for singers: A comprehensive assessment of books and sources. - 448 p.

Adviser: Eileen Davis.

Thesis (D.M.A.)--The Ohio State University, 2006.

A common dilemma for today's college voice professor is how to teach vocal diction effectively to the undergraduate student in the limited time allotted to these courses in a college music program. The college voice professor may rely on familiar and previously used texts, though other excellent resources have become available in the last decade. It is the purpose of this study to identify the diction books and supplemental sources currently used in the United States, and provide assessment of their suitability for teaching undergraduate voice students. A survey was conducted to determine which books and sources college professors currently use in vocal diction classes. The survey concentrated primarily on diction instruction resources for the Italian, German, and French languages, since these are the first languages that need to be mastered by the undergraduate voice student. The survey instrument was sent to all 1,733 institution members of the College Music Society in the United States. The 118 completed surveys which were returned formed the basis of this study. From the 118, twenty-two interviews were conducted with instructors who used different diction texts. The questions for both the survey and the interviews deal with the accuracy and accessibility of the books and sources used by the diction instructor, and the preferred structure and activities for this type of course. For results of the survey which featured a number of respondents, a bar graph format provides easy visibility. The most frequently used texts and supplemental sources are discussed in depth and are included in an annotated bibliography. Survey results indicated that Diction for Singers by Joan Wall, Robert Caldwell, Tracy Gavilanes, and Sheila Allen, is the textbook most widely used, with 60% of respondents naming it as their primary text. Supplemental sources identified and evaluated by respondents included books other than diction texts; dictionaries, song anthologies, recordings, software programs, and websites. The conclusion of the document offers ideas and options for the lyric diction instructor based on the results of the surveys and interviews, and suggestions for future research to survey a more representative sample of vocal institutions.

ISBN: 9780542723605Subjects--Topical Terms:

543175
Education, Higher.

Diction for singers: A comprehensive assessment of books and sources.
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500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2074.
502 $a Thesis (D.M.A.)--The Ohio State University, 2006.
520 $a A common dilemma for today's college voice professor is how to teach vocal diction effectively to the undergraduate student in the limited time allotted to these courses in a college music program. The college voice professor may rely on familiar and previously used texts, though other excellent resources have become available in the last decade. It is the purpose of this study to identify the diction books and supplemental sources currently used in the United States, and provide assessment of their suitability for teaching undergraduate voice students. A survey was conducted to determine which books and sources college professors currently use in vocal diction classes. The survey concentrated primarily on diction instruction resources for the Italian, German, and French languages, since these are the first languages that need to be mastered by the undergraduate voice student. The survey instrument was sent to all 1,733 institution members of the College Music Society in the United States. The 118 completed surveys which were returned formed the basis of this study. From the 118, twenty-two interviews were conducted with instructors who used different diction texts. The questions for both the survey and the interviews deal with the accuracy and accessibility of the books and sources used by the diction instructor, and the preferred structure and activities for this type of course. For results of the survey which featured a number of respondents, a bar graph format provides easy visibility. The most frequently used texts and supplemental sources are discussed in depth and are included in an annotated bibliography. Survey results indicated that Diction for Singers by Joan Wall, Robert Caldwell, Tracy Gavilanes, and Sheila Allen, is the textbook most widely used, with 60% of respondents naming it as their primary text. Supplemental sources identified and evaluated by respondents included books other than diction texts; dictionaries, song anthologies, recordings, software programs, and websites. The conclusion of the document offers ideas and options for the lyric diction instructor based on the results of the surveys and interviews, and suggestions for future research to survey a more representative sample of vocal institutions.
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