Society Says They Can’t: Vocal Independence in Students Transitioning from Primary to Secondary School
Location
Sydnor Performance Hall
Access Type
Open Access
Start Date
4-17-2024 8:00 AM
End Date
4-17-2024 8:15 AM
College
Lynchburg College of Arts and Sciences
Department
Music
Keywords
Music, Education, Psychology, Social Learning Theory, Elementary
Abstract
Societal opinion dictates much in terms of music as popular styles are often celebrated, leaving unpopular styles to be underappreciated or even insulted. Given the importance of music in developing a portion of self-identity, vocal students often suffer from feelings of inadequacy. Young students, in the beginning stages of building their self-esteem and self-determination, who are not exposed to multiple genres in the Elementary classroom often believe they are not talented because they do not sound like the singers they hear in and out of class. These students need to be taught the varying styles of music and how to perform them in order for them to understand the intricacies of the voice, the most personal instrument. Additionally, transgender students of this age have the added pressure of changing their voice to match who they are. Following a universal approach to teaching that negates the “talent theory” benefits these students greatly, allowing them to create an informed musical agency.
Faculty Mentor(s)
Dr. F. Johnson Scott Dr. Jeremy Craft Dr. Beth Savage Dr. Kara Eaton Dean Dr. Laura Kicklighter
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Society Says They Can’t: Vocal Independence in Students Transitioning from Primary to Secondary School
Sydnor Performance Hall
Societal opinion dictates much in terms of music as popular styles are often celebrated, leaving unpopular styles to be underappreciated or even insulted. Given the importance of music in developing a portion of self-identity, vocal students often suffer from feelings of inadequacy. Young students, in the beginning stages of building their self-esteem and self-determination, who are not exposed to multiple genres in the Elementary classroom often believe they are not talented because they do not sound like the singers they hear in and out of class. These students need to be taught the varying styles of music and how to perform them in order for them to understand the intricacies of the voice, the most personal instrument. Additionally, transgender students of this age have the added pressure of changing their voice to match who they are. Following a universal approach to teaching that negates the “talent theory” benefits these students greatly, allowing them to create an informed musical agency.