Working-Day Effects on the Spectral Characteristics of Teaching Voice

Rantala, Leena; Paavola, Leila; Körkkö, Pentti; Vilkman, Erkki

doi:10.1159/000021462

Cited by 52 publications

(44 citation statements)

References 13 publications

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“…It should also be noted subjects were only asked to report data on the days they taught. The high number of vocal problems reported for some subjects on teaching days (as opposed to sick days taken) may reflect a trend found in other studies that vocal complaints are common among teachers who work despite their vocal discomforts (Rantala, Paavola, Körkkö, & Vilkman, 1998;Sapir et al, 1993).…”

Section: International Journal Of Music Education 25(1)mentioning

confidence: 60%

The effect of vocal hygiene and behavior modification instruction on the self-reported vocal health habits of public school music teachers

Hackworth

2007

International Journal of Music Education

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This study examined the effects of vocal hygiene and behavior modification instruction on self-reported behaviors of music teachers. Subjects (N = 76) reported daily behaviors for eight weeks: water consumption, warm-up, talking over music/noise, vocal rest, non-verbal commands, and vocal problems. Subjects were in experimental group 1 or 2, or the control group. Both experimental groups received vocal hygiene instruction. Experimental group 2 also received behavior modification information designed to help teachers individually identify and correct their vocal problems. Results showed experimental group 2 significantly increased vocal rest and significantly decreased reports of vocal problems in the weeks closest to treatment. Although differences provide limited information, the indications stress the importance of behavior modification's inclusion in vocal hygiene programs. Individual variance implies some subjects have difficulty managing vocal hygiene routines. Additional study of effects of multiple, varied treatment sessions may clarify the impact of treatments over extended periods of time. Key words changing habits, professional voice user, voice care, vocal restThe music teaching profession requires an enormous amount of communication through speaking and singing. Although teachers are encouraged to develop healthy vocal habits, teaching schedules and large classes in many public schools throughout the world can make such a task difficult. Gaining more knowledge about vocal hygiene (care of the voice) and including it in teacher education programs has been a recurring theme in literature.This study sought to answer the following research questions:1. Will scores on a vocal hygiene instruction session post-test be significantly higher than scores on the pre-test, and how will subjects rate the effectiveness of treatment sessions?2. Will there be any significant changes in self-reported behaviors after experimental subjects attend a vocal hygiene instruction session? INTERNATIONAL JOURNAL OF MUSIC EDUCATION

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Section: International Journal Of Music Education 25(1)mentioning

confidence: 60%

The effect of vocal hygiene and behavior modification instruction on the self-reported vocal health habits of public school music teachers

Hackworth

2007

International Journal of Music Education

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“…In other studies, the voice has been measured during a workday. In these studies [22][23][24][25]65], differences have been found in individuals who report only few symptoms of voice problems. Field measurements with a voice accumulator have been made in the current subject pool.…”

Section: Voicementioning

confidence: 99%

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

2012

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ObjectivesThis randomized case-control study compares teachers with self-reported voice problems, to age, gender and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, and personality, psycho social and coping aspects, searching for causative factors of voice problems in teachers. MethodsSubjects and controls, recruited from a teacher-group in an earlier questionnaire study, underwent examinations of the larynx by High-Speed Imaging and Kymograms; voice recordings; Voice Range Profile; audiometry; self assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping ; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. ResultsThe subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery-time from voice problems, and scored higher on all subscales of the Voice Handicap Index-T. ConclusionsThe results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the time for recovery. The results also underline the importance of using self-assessed reports of voice dysfunction 1 Background and aim

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“…Rantala et al 9,10 or Jonsdottir et al. 11 However, in these studies the influence of the room were not included.…”

Section: Bistafa and Bradleymentioning

confidence: 99%

Increase in voice level and speaker comfort in lecture rooms

Brunskog

Gade

Bellester³

et al. 2009

The Journal of the Acoustical Society of America

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Teachers often suffer from health problems related to their voice.These problems are related to their working environment, including the acoustics of the lecture rooms. However, there is a lack of studies linking the room acoustic parameters to the voice produced by the speaker.In this pilot study, the main goals are to investigate whether objectively measurable parameters of the rooms can be related to a increase of the voice sound power produced by speakers and to the speakers subjective judgments about the rooms. In six different rooms with different size, reverberation time and other physical attributes, the sound power level produced by six speakers was measured. Objective room acoustic parameters were measured in the same rooms, including reverberation time and room gain, and questionnaires were handed out to persons who had experience talking in the rooms. It is found that in different rooms significant changes in the sound power produced by the speaker can be found. It is also found that these changes mainly have to do with the size of the room and to the gain produced by the room. To describe this quality, a new room acoustic quantity called 'room gain' is proposed.

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Working-Day Effects on the Spectral Characteristics of Teaching Voice

Cited by 52 publications

References 13 publications

The effect of vocal hygiene and behavior modification instruction on the self-reported vocal health habits of public school music teachers

The effect of vocal hygiene and behavior modification instruction on the self-reported vocal health habits of public school music teachers

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

Increase in voice level and speaker comfort in lecture rooms

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