Interpersonal Practices in Individualized Voice Teaching: A Mixed-Method Study of Pedagogical Similarities and Differences between Teachers of Singing and Speech-Language Pathologists

Authors

Brianna Smith, University of Nebraska-LincolnFollow

First Advisor

Kevin G. Hanrahan

Date of this Version

7-2021

Document Type

Article

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Music (Vocal Pedagogy), Under the Supervision of Dr. Kevin G. Hanrahan. Lincoln, Nebraska: July, 2021

Copyright © 2021 Brianna C. Smith

Abstract

The interpersonal teaching practices of teachers of singing and speech-language pathologists are examined in this mixed-method research study. The aim of this research is to identify common teaching themes and to determine how the disciplines of voice pedagogy and speech-language pathology agree and vary regarding interpersonal interactions with voice users (i.e., students, patients, and clients).

This research aims to identify the areas of overlap and disparity in the fields of voice pedagogy and speech-language pathology to determine where one field might positively influence the other. First, based upon standards set by speech-language pathologists and teachers of singing, this research identifies interpersonal practices valued by teachers of singing and speech-language pathologists, compares these practices, and makes recommendations for each of the two fields. Second, it identifies and compares the types of instruction within these fields by looking at practices and teacher training in interpersonal skills. In essence, this determines whether the values (beliefs, expectations, and standards set by the field) held by teachers of singing and speech-language pathologists align with training and use of interpersonal skills in and across both fields.

This has led to an inventory of positive interpersonal practices of teachers of singing and speech-language pathologists, through which recommendations are made for individuals and institutions based on both the similarities and differences between these two fields, with the aim of positively impacting current teachers of singing, speech-language pathologists, and those in teacher education programs, as well as the broader educational structures in place for individualized voice teaching.

Advisor: Kevin G. Hanrahan