The voice: promoting music learning with real-time feedback
Abstract o play a musical instrument enhances the learning outcomes of children at several levels, more than any other extracurricular activities. The greater neuroplasticity associated with playing an instrument is reflected in a superior ability of cerebral cortex reorganization, a feature of great importance for all types of learning. These benefits are also extended to the learning of singing. Moreover, singing has benefits in individual physical and mental health, with impacts in the society and public health. Despite these proven benefits, learning to play an instrument and to sing are considered extracurricular activities, particularly in south European educational systems. Thus, not all students can benefit from them, as their availability in a school depends on financial and physical resources. Based on a literature review, this work proposes a teaching-learning model of music based on learning how to sing, in individual and group lessons. In fact, the voice is an accessible musical instrument to all, independently of age and socio-economic status. The inclusion of knowledge results as a form of feedback using technology in the singing lesson is projected. On the one hand, knowledge results is a more effective feedback when learning activities that require the development of neuro-motor abilities. On the other hand, because a model centred in the teacher-student relationship is based in congruence, in positive feedback and in empathy and consequently, to higher levels of metacognition and self-appraisal. The inclusion of singing lessons in schools can also contribute to an integrated learning system, promoting the coordination of interdisciplinary knowledge, and with an impact in social cohesion and integration of all who intervene in education.
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Chapman, J. L. (2006). Singing and Teaching Singing: A Holistic Approach to Classical Voice. San Diego: Plural Publishing.
Cheek, J. M. y Smith, L. R. (1999). Music training and mathematics achievement. Adolescence, 34 (136), 759-761.
Clift, S. (2012). Creative arts as a public health resource: moving from practice-based research to evidence-based practice. Perspectives in Public Health, 132 (3), 120-127. https://doi.org/10.1177/1757913912442269
Clift, S.; Hancox, G.; Morrison, I.; Hess, B.; Kreutz, G. y Stewart, D. (2006). Choral singing and psychological wellbeing: Quantitative and qualitative findings from English choirs in a cross-national survey. Journal of Applied Arts and Health, 1 (1), 19-34. https://doi.org/10.1386/jaah.1.1.19/1
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Clift, S. y Morrison, I. (2011). Group singing fosters mental health and wellbeing: findings from the East Kent «singing for health» network Project. Mental Health and Social Inclusion, 15 (2), 88-97. https://doi.org/10.1108/20428301111140930
Coffin, B. (1980). Overtones of Bel Canto. Oxford: Scarecrow Press.
Flohr, J. W.; Miller, D.C. y deBeus, R. (2000). EEG Studies with Young Child. Music and the Brain, 87 (2), 28-54. https://doi.org/10.2307/3399645
Gaser, C. y Schlaug, G. (2003). Brain Structures Differ between Musicians and Non-Musicians. The Journal of Neuroscience, 23 (27), 9240-9245. https://doi.org/10.1523/JNEUROSCI.23-27-09240.2003
Gaunt, H.; Creech, A.; Long, M. y Hallam, S. (2012). Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring. Music Education Research, 14 (1), 25-43. https://doi.org/10.1080/14613808.2012.657166
Grape, C.; Sandgren, M.; Hansson, L-O.; Ericson, M. y Theorell, T. (2002). Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson. Integrative Physiological & Behavioral Science, 38 (1), 65-74. https://doi.org/10.1007/BF02734261
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Howard, D. M.; Welch, G. F.; Brereton, J.; Himonides, E.; DeCosta, M.; Williams, J. y Howard, A. W. (2004). WinSingad: a real-time display for the singing studio. Logopedics Phoniatrics Vocology, 29, 135-144. https://doi.org/10.1080/14015430410000728
Jakobson, L. S.; Cuddy, L. L. y Kilgour, A.R. (2003). Time Tagging: A Key to Musicians' Superior Memory. Music Perception: An Interdisciplinary Journal, 20 (3), 307-313. https://doi.org/10.1525/mp.2003.20.3.307
Jers, H. y Ternström, S. (2005). Intonation analysis of a multi-channel choir recording. Quarterly Progress and Status Report, TMH-QPSR, 47 (1), 1-6.
Kleber, B.; Veit, R. Birbaumer, N.; Gruzelier, J. y Lotze, M. (2010). The Brain of Opera Singers: Experience-Dependent Changes in Functional Activation. Cerebral Cortex, 20 (5), 1144-1152. https://doi.org/10.1093/cercor/bhp177
Koutsoupidou, T. y Hargreaves, D. J. (2009). An experimental study of the effects of improvisation on the development of children's creative thinking in music. Psychology of Music, 27 (3), 251-278. https://doi.org/10.1177/0305735608097246
Kreutz G.; Bongard S.; Rohrmann S,; Hodapp V. y Grebe D. (2004). Effects of choir singing or listening on secretory immunoglobulin A, cortisol, and emotional state. Journal of Behavioural Medicine, 27 (6), 623-635. https://doi.org/10.1007/s10865-004-0006-9
Lã, F. M. B. (2012). Teaching Singing and Technology. En K. S. Basa (ed.). Aspects of Singing II - Unit in Understanding - Diversity in Aesthetics (pp. 88-109). Nürnberg: Vox Humana.
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Lã, F. M. B. (2017). Towards evidence-based practices in voice pedagogy. Revista de Logopedia, Foniatría y Audiología, 37 (4), 180-187. https://doi.org/10.1016/j.rlfa.2017.07.002
Lee, D. J.; Chen, Y. y Schlaug, G. (2003). Corpus callosum: musician and gender effects. NeuroReport, 14 (2), 205-209. https://doi.org/10.1097/00001756-200302100-00009
Lennon, M. y Reed, G. (2012). Instrumental and vocal teacher education: competences, roles and curricula. Music Education Research, 14 (3), 285-308. https://doi.org/10.1080/14613808.2012.685462
Levitin, D. y Tirovolas, A. K. (2009). The Year in Cognitive Neuroscience 2009. Annals of the New York Academy of Sciences, 1156, 211-231. https://doi.org/10.1111/j.1749-6632.2009.04417.x
Liang, C.; Earl, B.; Thompson, I.; Whitaker, K.; Cahn, S.; Xiang, J.; Fu, Q-J. y Zhang, F. (2016). Musicians Are Better than Non-musicians in Frequency Change Detection: Behavioral and Electrophysiological Evidence. Frontiers in Neuroscience, 10, 1-14. https://doi.org/10.3389/fnins.2016.00464
Mauri, T. y Barberà, E. (2007). Regulación de la construcción del conocimiento en el aula mediante la comunicación de los resultados de aprendizaje a los alumnos. Infancia y Aprendizaje, 30 (4), 483-497. https://doi.org/10.1174/021037007782334364
McCoy, S. (2004). Your voice: An inside View: multimedia voice science and pedagogy. Princeton: Inside View Press.
Meha-Bettison, K.; Sharma, M.; Ibrahim, R. K. y Vasuki, P. R. (2017). Enhanced speech perception in noise and cortical auditory evoked potentials in professional musicians. International Journal of Audiology, 57 (1), 1-13. https://doi.org/10.1080/14992027.2017.1380850
Mellor, L. (2013). An investigation of singing, health and well-being as a group process. British Journal of Music Education, 30 (2), 177-205. https://doi.org/10.1017/S0265051712000563
Morrison, S. J. (1994). Music students and academic growth. Music Educators Journal, 81 (2), 33-36. https://doi.org/10.2307/3398812
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Callaghan, J. (1998). Singing Teachers and Voice Science - An Evaluation of Voice Teaching in Australian Tertiary Institutions. Research Studies in Music Education, 10, 25-41. https://doi.org/10.1177/1321103X9801000103
Chan, A. S.; Ho, Y-C.; y Cheung, M.-C. (1998). Music training improves verbal memory. Nature, 396, 128. https://doi.org/10.1038/24075
Chapman, J. L. (2006). Singing and Teaching Singing: A Holistic Approach to Classical Voice. San Diego: Plural Publishing.
Cheek, J. M. y Smith, L. R. (1999). Music training and mathematics achievement. Adolescence, 34 (136), 759-761.
Clift, S. (2012). Creative arts as a public health resource: moving from practice-based research to evidence-based practice. Perspectives in Public Health, 132 (3), 120-127. https://doi.org/10.1177/1757913912442269
Clift, S.; Hancox, G.; Morrison, I.; Hess, B.; Kreutz, G. y Stewart, D. (2006). Choral singing and psychological wellbeing: Quantitative and qualitative findings from English choirs in a cross-national survey. Journal of Applied Arts and Health, 1 (1), 19-34. https://doi.org/10.1386/jaah.1.1.19/1
Clift, S.; Manship, S.; y Stephens, L. (2017). Further evidence that singing fosters mental health and wellbeing: the West Kent and Medway project. Mental Health and Social Inclusion, 21 (1), 53-62. https://doi.org/10.1108/MHSI-11-2016-0034
Clift, S. y Morrison, I. (2011). Group singing fosters mental health and wellbeing: findings from the East Kent «singing for health» network Project. Mental Health and Social Inclusion, 15 (2), 88-97. https://doi.org/10.1108/20428301111140930
Coffin, B. (1980). Overtones of Bel Canto. Oxford: Scarecrow Press.
Flohr, J. W.; Miller, D.C. y deBeus, R. (2000). EEG Studies with Young Child. Music and the Brain, 87 (2), 28-54. https://doi.org/10.2307/3399645
Gaser, C. y Schlaug, G. (2003). Brain Structures Differ between Musicians and Non-Musicians. The Journal of Neuroscience, 23 (27), 9240-9245. https://doi.org/10.1523/JNEUROSCI.23-27-09240.2003
Gaunt, H.; Creech, A.; Long, M. y Hallam, S. (2012). Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring. Music Education Research, 14 (1), 25-43. https://doi.org/10.1080/14613808.2012.657166
Grape, C.; Sandgren, M.; Hansson, L-O.; Ericson, M. y Theorell, T. (2002). Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson. Integrative Physiological & Behavioral Science, 38 (1), 65-74. https://doi.org/10.1007/BF02734261
Greaves, C. J. y Farbus, L. (2006). Effects of creative and social activity on the health and well-being of socially isolated older people: outcomes from a multi-method observational study. The Journal of the Royal Society for the Promotion of Health, 126 (3), 134-142. https://doi.org/10.1177/1466424006064303
Hallam, S. (2006). Music Psychology in Education. London: Bedford Way Papers.
Hallam, S. (2010). The power of music: its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28 (3), 269-289. https://doi.org/10.1177/0255761410370658
Hallam, S. (2018). Commentary: instrumental music. En G. E. McPherson y G. F. Welch. Vocal, Instrumental, and Ensemble Learning and Teaching (vol. 3, cap. 7, pp. 101-107) Oxford: Oxford University Press.
Herbst, C. T.; Howard, D. y Schömicher-Thier, J. (2010). Using Electroglottographic Real-Time Feedback to Control Posterior Glottal Adduction during Phonation. Journal of Voice, 24 (1), 72-85. https://doi.org/10.1016/j.jvoice.2008.06.003
Ho, Y-C.; Cheung, M-C. y Chan, A.S. (2003). Music Training Improves Verbal but Not Visual Memory: Cross-Sectional and Longitudinal Explorations in Children. Neuropsychology, 17 (3), 439-450. https://doi.org/10.1037/0894-4105.17.3.439
Howard, D. M.; Welch, G. F.; Brereton, J.; Himonides, E.; DeCosta, M.; Williams, J. y Howard, A. W. (2004). WinSingad: a real-time display for the singing studio. Logopedics Phoniatrics Vocology, 29, 135-144. https://doi.org/10.1080/14015430410000728
Jakobson, L. S.; Cuddy, L. L. y Kilgour, A.R. (2003). Time Tagging: A Key to Musicians' Superior Memory. Music Perception: An Interdisciplinary Journal, 20 (3), 307-313. https://doi.org/10.1525/mp.2003.20.3.307
Jers, H. y Ternström, S. (2005). Intonation analysis of a multi-channel choir recording. Quarterly Progress and Status Report, TMH-QPSR, 47 (1), 1-6.
Kleber, B.; Veit, R. Birbaumer, N.; Gruzelier, J. y Lotze, M. (2010). The Brain of Opera Singers: Experience-Dependent Changes in Functional Activation. Cerebral Cortex, 20 (5), 1144-1152. https://doi.org/10.1093/cercor/bhp177
Koutsoupidou, T. y Hargreaves, D. J. (2009). An experimental study of the effects of improvisation on the development of children's creative thinking in music. Psychology of Music, 27 (3), 251-278. https://doi.org/10.1177/0305735608097246
Kreutz G.; Bongard S.; Rohrmann S,; Hodapp V. y Grebe D. (2004). Effects of choir singing or listening on secretory immunoglobulin A, cortisol, and emotional state. Journal of Behavioural Medicine, 27 (6), 623-635. https://doi.org/10.1007/s10865-004-0006-9
Lã, F. M. B. (2012). Teaching Singing and Technology. En K. S. Basa (ed.). Aspects of Singing II - Unit in Understanding - Diversity in Aesthetics (pp. 88-109). Nürnberg: Vox Humana.
Lã, F. M. B. (2014). Learning to Be a Professional Singer. En I. P. G. Welch (Ed.), Advanced Musical Performance: investigations in higher education learning (pp. 265-286). Surrey: SEMPRE Studies in the Psychology of Music.
Lã, F. M. B. (2017). Towards evidence-based practices in voice pedagogy. Revista de Logopedia, Foniatría y Audiología, 37 (4), 180-187. https://doi.org/10.1016/j.rlfa.2017.07.002
Lee, D. J.; Chen, Y. y Schlaug, G. (2003). Corpus callosum: musician and gender effects. NeuroReport, 14 (2), 205-209. https://doi.org/10.1097/00001756-200302100-00009
Lennon, M. y Reed, G. (2012). Instrumental and vocal teacher education: competences, roles and curricula. Music Education Research, 14 (3), 285-308. https://doi.org/10.1080/14613808.2012.685462
Levitin, D. y Tirovolas, A. K. (2009). The Year in Cognitive Neuroscience 2009. Annals of the New York Academy of Sciences, 1156, 211-231. https://doi.org/10.1111/j.1749-6632.2009.04417.x
Liang, C.; Earl, B.; Thompson, I.; Whitaker, K.; Cahn, S.; Xiang, J.; Fu, Q-J. y Zhang, F. (2016). Musicians Are Better than Non-musicians in Frequency Change Detection: Behavioral and Electrophysiological Evidence. Frontiers in Neuroscience, 10, 1-14. https://doi.org/10.3389/fnins.2016.00464
Mauri, T. y Barberà, E. (2007). Regulación de la construcción del conocimiento en el aula mediante la comunicación de los resultados de aprendizaje a los alumnos. Infancia y Aprendizaje, 30 (4), 483-497. https://doi.org/10.1174/021037007782334364
McCoy, S. (2004). Your voice: An inside View: multimedia voice science and pedagogy. Princeton: Inside View Press.
Meha-Bettison, K.; Sharma, M.; Ibrahim, R. K. y Vasuki, P. R. (2017). Enhanced speech perception in noise and cortical auditory evoked potentials in professional musicians. International Journal of Audiology, 57 (1), 1-13. https://doi.org/10.1080/14992027.2017.1380850
Mellor, L. (2013). An investigation of singing, health and well-being as a group process. British Journal of Music Education, 30 (2), 177-205. https://doi.org/10.1017/S0265051712000563
Morrison, S. J. (1994). Music students and academic growth. Music Educators Journal, 81 (2), 33-36. https://doi.org/10.2307/3398812
Münte, T. F.; Altenmüller, E. y Jäncke, L. (2002). The musician's brain as a model of neuroplasticity. Nature Reviews Neuroscience, 3, 473-478. https://doi.org/10.1038/nrn843
Münte, T. F.; Nager, W.; Beiss, T.; Schroeder, C. y Altenmüller, E. (2003). Specialization of the Specialized: Electrophysiological Investigations in Professional Musicians. Annals of the New York Academy of Sciences, 999, 131-139. https://doi.org/10.1196/annals.1284.014
Musacchia,G.; Sams, M.; Skoe, E. y Kraus, N. (2007). Musicians have enhanced subcortical auditory and audiovisual processing of speech and music. Proceedings of the National Academy of Sciences of the United States of America, 104 (40), 15894-15898. https://doi.org/10.1073/pnas.0701498104
Norton, A.; Zipse, L.; Marchina, S. y Schlaug, G. (2009). Melodic Intonation Therapy. Annals of the New York Academy of Sciences, 1169, 431-436. https://doi.org/10.1111/j.1749-6632.2009.04859.x
Overy, K.; Nicolson, R. I.; Fawcett, A. J. y Clarke, E. F. (2003). Dyslexia and music: measuring musical timing skills. Dyslexia: An International Journal of Research and Practice, 9: 18-36. https://doi.org/10.1002/dys.233
Pantev, C.; Ross, B.; Fujioka, T.; Trainor, L. J.; Schulte, M. y Schultz, M. (2003). Music and Learning-Induced Cortical Plasticity. Annals of the New York Academy of Sciences, 999, 438-450. https://doi.org/10.1196/annals.1284.054
Resnicow, J. E. (2004). Is Recognition of Emotion in Music Performance an Aspect of Emotional Intelligence? Music Perception: An Interdisciplinary Journal, 22 (1), 145-158. https://doi.org/10.1525/mp.2004.22.1.145
Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science, 15 (8), 511-514. Social Science Quarterly, 90 (1), 4-21. https://doi.org/10.1111/j.0956-7976.2004.00711.x
Schlaug, G.; Jäncke, L.; Huang, Y.; Staiger, J. F. y Steinmetz, H. (1995). Increased corpus callosum size in musicians. Neuroshychologia, 33 (8), 1047-1055. https://doi.org/10.1016/0028-3932(95)00045-5
Southgate, D. E. y Roscigno, V. J. (2009). The Impact of Music on Childhood and Adolescent Achievement. https://doi.org/10.1111/j.1540-6237.2009.00598.x
Stacy, R.; Brittain, K. y Kerr, S. (2002). Singing for health: an exploration of the issues. Health Education, 102 (4), 156-162. https://doi.org/10.1108/09654280210434228
Stark, J. A. (2003). Bel Canto: A History of Vocal Pedagogy. London: University of Toronto Press.
Stemple, J. C.; Lee, L.; D'Amico, B. y Pickup, B. (1994). Efficacy of vocal function exercises as a method of improving voice production. Journal of Voice, 8 (3), 271-278. https://doi.org/10.1016/S0892-1997(05)80299-1
Sundberg, J. (1987). The Science of the Singing Voice. Dekalb: Northern Illinois University Press.
Swaminathana,S.; Schellenbergb, E. G. y Khalil, S. (2017). Revisiting the association between music lessons and intelligence: Training effects or music aptitude? Intelligence, 62, 119-124. https://doi.org/10.1016/j.intell.2017.03.005
Tafuri, J. (2008). Infant Musicality: New Research for Educators and Parents. En G. Welch y E. Hawkins, trans. Adershot: SEMPRE: Ashgate Publishing Limited.
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