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The Adolescent Male Voice
Physiological Changes
Vocal folds become longer
Larynx increases in height
Hormonal growth
Physiological Changes
Are there other physiological changes that could effect the development of the male singers?
What physiological changes are similar or different with the changing female voice?
What are ways that we as teachers could approach these challenges?
Physical Changes
1. The voice drops to a full register in the bass range very quickly, leaving no treble range.
2. The voice lowers gradually one or two pitches at a time while retaining the treble range.
3. The voice retains the treble range using a head register and is capable of singing several pitches in the bass range; however the voice is incapable of singing in the middle range between the bass and treble.
4. The voice retains the young treble quality and, at the same time, is capable of singing comfortably in a full register with baritone quality and range.
Christopher and Dona White explain in “Commonsense for the Changing Male Voice”
Physical Changes
There have been thoughts of having split choirs (males versus females). What are your thoughts on this? What happens if there is low enrollment of
males? High enrollment?
Psychological Changes
Role Models How can female and male teachers differ on
this? Are there advantages/disadvantages?
Peer Pressure How does this come into play in the
classroom? In Elementary School? In Middle School? In High School?
Psychological Changes
Changing times: In the 1930s, males would work in factories
and females would keep the house maintained.
Now the roles are blurred and there are no defined roles.
How could this idea be applied to music education?
Did the changing of roles (Rosie the Riveter) effect music education?
Are there any strong defined roles today?
Abeles and Custodero
Psychoanalytical Theory Interest in childhood experience Musical Activity functioning in service to the self
Cognitive Stage Theory Children’s interactions with objects, rather than with
people.
Sociocultural Theory Natural optimism and enjoyment of learning.
Ecological Theory Environmental contexts that influence human
development.
Abeles and Custodero
Musical Strengths: Belonging/Select Group Identity Formal operations Introspection World view
Developmental Issues: Commitment Genre Innovation & Style Technical Facility Expressivity
Response Mechanisms: Interpretation Role Experimentation Hypothesizing Abstraction Expertise Moral Sense
Teaching Implications Diverse Opportunities Authenticity Compositions/solos Analysis and critique Performance Social Justice
Final Thoughts
Are there other changes that could lead to developmental issues with the adolescent male?
What are some ways that we can adjust our teaching styles?
We all have classes and discuss this topic. We won’t really know how to handle it until we get out there. What would you say to underclassmen at this point who may deal with this issue in the future?
References
Banks, A. Leslie (1958). Puberty. The British Medical Journal, 1(5064), 193‐196.
Custadero, Lori (2010). Musical Learning and Musical Development. Critical Issues in Music Education. 113-142.
Friar, Kendra Kay (1999). Changing Voices, Changing Times. Music Educators Journal, 88(3), 26‐29.
White, Christopher D, White Dona K. Commonsense Training for Changing Male Voices. Music Educators Journal, 87(6), 39‐43+53.