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Ron Scherer: A pervasive adoption of visual acoustic
feedback in the studio, and in this case, students on their own,
etc, may go a long way in increasing the efficiency and speed at
which students learn to sing with actually greater health, and help
to break down these barriers between art and science. On the other
hand, a little knowledge is a very dangerous thing. We see too often
people in our fields and other fields, especially voice, where a
little anatomy vocabulary and a little knowing about function is
misused in a very innocent way, which creates difficulties in the
minds of students and confusion with colleagues. So we have to be
very careful when things like this are adopted we are very cognizant
of the intermediate step of training and verification. For example
….listen to the audio link for more. Audio
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Audio link. |
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Kate Emerich: I have a comment. I took this program to the LaMont
School of Music in Denver to introduce it, because I think that
this technology also is a very good idea. I ran into a problem with
the singers formant for female voices; it seems that it is not very
sensitive for the female voice, and because female singers are very
competitive in nature, the very first thing everybody wanted to
do was get the singer's ring; and a lot of women were very discouragesd
because they could not get a high frequency response in the 5000
singer's ring mark area and I don’t want to see this tool
be a negative, so I just wanted to point that out. Audio
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Jim Doing: All right, well I’m going to come from the other
side. I understand; I’ve used this on and off since 1992 with
Don and 1996 with the University of Missouri. We did a project at
the University of Missouri where we had all of my voice students
at the time. We used it in every lesson, and the students used it
in between, and we had basically overwhelmingly positive results
and attitude about it. And, the teacher is not going to say ‘all
right, go into the practice room and do this, and try to get your
fourth harmonic really high like this guy’. The teacher is
going to say ‘OK, now look, this is some professional huge
bass baritone voice with a low singer's formant, and you are not
going to look like that and it’s ok.’ So there is a
danger if the student starts to say, "I have to look like",
this but you just have to, as a teacher, say it’s ok to look
diffferent. Audio link. |
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Audio link. |
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