Browsing by Subject "Voice culture -- Exercises"
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Item Coordinating Skinner speech and Linklater voice for the beginning actor(Texas Tech University, 2003-05) Wygant, David LThe following study explores the possibility of coordinating and syncopating the actor training process of Kristin Linklater voice and Edith Skinner speech. Although each methodology is heavily used in many acting programs, there is very little cross over between the two disciplines and many students who excel at one of these two methods often struggles with the other. Also, the strengths of each training method address the shortfalls of the other technique. With this in mind, I hope to coordinate these two methodologies in an attempt to negate the weak aspects of each training process with the strong aspects of the other process. I believe such coordination will also assist students in learning both the Skinner speech technique and the Linklater voice technique more completely. The project has been written particularly focused on Texas Tech University, however the same principles could be applied to any liberal arts institution where students currently pursue a degree in acting.Item The effects of vocal exercises and information about the voice on the tone quality and vocal self-image of adolescent female singers(Texas Tech University, 1993-08) Sipley, Kenneth LymanThe purpose of this study was to determine the effects of vocal exercises and knowledge about the voice and the vocal development process on the tone quality and vocal self-image of adolescent female singers. The three levels of treatment were: vocal exercises, information (knowledge), and a combination of exercises and knowledge. Thirty-eight eighth grade students from a West Texas junior high school participated in the study. Subjects were randomly divided into four subgroups including a control group. All subjects were given a student attitude survey and a vocal test prior to the beginning of treatment. Each subgroup received a different treatment. Subgroup 1 received no treatment (control). Subgroup 2 received a program of vocal exercises. Subgroup 3 received information about the voice (knowledge). Subgroup 4 received a combination of exercises and knowledge. At the conclusion of the treatment period, all subjects were once again given a student attitude survey and vocal test. The vocal tests were taped (both pretestand posttest). Five judges evaluated the recordings. Analyses of data using t-tests and ANOVAs were undertaken to determine if differences existed in tone quality and self image between pretests and posttests. Results indicate that the treatment given to Subgroup 4 (a combination of exercises and knowledge) produced a significant difference in the subject's attitudes toward their singing voices. Analysis of the judges' evaluations of the taped vocal tests showed no statistically significant differences for the whole group, or for any subgroup or individual measure. Subgroup 2 showed a slight percentage increase on some measures. Individual subjects showed marked improvement.