FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2912650384> ?p ?o ?g. }

• W2912650384 endingPage "581" @default.
• W2912650384 startingPage "567" @default.
• W2912650384 abstract "Introduction Classical singing is a complex and multifaceted skill that requires the amalgamation of multiple cognitive, perceptual and motor functions. The teaching of classical singing is consequently a unique skill that holds further complexity. The singer is required to achieve and maintain consistently high performance development of a specific motor activity, much like the sports athlete. This pilot study examines a method of using the principles of motor learning to more objectively and reliably investigate the teaching behaviors of classical singing teachers. Such a method may establish a nexus between empirical research, teaching quality and learning outcomes in music performance education. Method A total of 12 participants were recruited from two Australian conservatoria of music. All participants were fluent in English at tertiary level. Participants included four classical singing teachers and eight classical singing students over the age of 18 years. Eight one-to-one singing lessons between the teacher and student were audio-visually recorded. Content analysis was conducted on the observational data. The principles of motor learning were used as a behavioral framework protocol to allow for the systematic identification of teaching behavior. Results Results presented various findings regarding teaching behaviors in one-to-one classical singing lessons in higher music education. Key findings included (a) common use of instruction, feedback, modeling, and other behaviors (b) uncommon use of motivation, explanation, and perceptual training behaviors, (c) higher use of knowledge of results than knowledge of performance feedback behaviors, (d) high routine use of instruction, modeling, and feedback behaviors each time a student attempted a task, (e) common use of other suggested teachers use behaviors unidentifiable by the behavioral protocol, and (f) the principles of motor learning appear to be a reliable framework for the identification of teaching behaviors in this field. Conclusion This study may have implications for how teachers administer and govern their behaviors in one-to-one classical singing lessons. The principles of motor learning may encourage a nexus between empirical research, teaching quality, and learning outcomes. Furthermore, this study provides recommendations for future research on systematically improving teaching and learning in this field. Classical singing is a complex and multifaceted skill that requires the amalgamation of multiple cognitive, perceptual and motor functions. The teaching of classical singing is consequently a unique skill that holds further complexity. The singer is required to achieve and maintain consistently high performance development of a specific motor activity, much like the sports athlete. This pilot study examines a method of using the principles of motor learning to more objectively and reliably investigate the teaching behaviors of classical singing teachers. Such a method may establish a nexus between empirical research, teaching quality and learning outcomes in music performance education. A total of 12 participants were recruited from two Australian conservatoria of music. All participants were fluent in English at tertiary level. Participants included four classical singing teachers and eight classical singing students over the age of 18 years. Eight one-to-one singing lessons between the teacher and student were audio-visually recorded. Content analysis was conducted on the observational data. The principles of motor learning were used as a behavioral framework protocol to allow for the systematic identification of teaching behavior. Results presented various findings regarding teaching behaviors in one-to-one classical singing lessons in higher music education. Key findings included (a) common use of instruction, feedback, modeling, and other behaviors (b) uncommon use of motivation, explanation, and perceptual training behaviors, (c) higher use of knowledge of results than knowledge of performance feedback behaviors, (d) high routine use of instruction, modeling, and feedback behaviors each time a student attempted a task, (e) common use of other suggested teachers use behaviors unidentifiable by the behavioral protocol, and (f) the principles of motor learning appear to be a reliable framework for the identification of teaching behaviors in this field. This study may have implications for how teachers administer and govern their behaviors in one-to-one classical singing lessons. The principles of motor learning may encourage a nexus between empirical research, teaching quality, and learning outcomes. Furthermore, this study provides recommendations for future research on systematically improving teaching and learning in this field." @default.
• W2912650384 created "2019-02-21" @default.
• W2912650384 creator A5001590183 @default.
• W2912650384 creator A5004161516 @default.
• W2912650384 creator A5036178393 @default.
• W2912650384 date "2020-07-01" @default.
• W2912650384 modified "2023-10-18" @default.
• W2912650384 title "Principles of Motor Learning in Classical Singing Teaching" @default.
• W2912650384 cites W1585215403 @default.
• W2912650384 cites W1963935712 @default.
• W2912650384 cites W1964200684 @default.
• W2912650384 cites W1966224911 @default.
• W2912650384 cites W1968224000 @default.
• W2912650384 cites W1969346266 @default.
• W2912650384 cites W1969632761 @default.
• W2912650384 cites W1970259615 @default.
• W2912650384 cites W1975676918 @default.
• W2912650384 cites W1977197173 @default.
• W2912650384 cites W1980995557 @default.
• W2912650384 cites W1982366483 @default.
• W2912650384 cites W1984518564 @default.
• W2912650384 cites W1985051505 @default.
• W2912650384 cites W1985825333 @default.
• W2912650384 cites W1988008043 @default.
• W2912650384 cites W1989716738 @default.
• W2912650384 cites W1994915524 @default.
• W2912650384 cites W2005101305 @default.
• W2912650384 cites W2007210679 @default.
• W2912650384 cites W2011352543 @default.
• W2912650384 cites W2014613458 @default.
• W2912650384 cites W2020926930 @default.
• W2912650384 cites W2021841156 @default.
• W2912650384 cites W2022780471 @default.
• W2912650384 cites W2024632909 @default.
• W2912650384 cites W2026450370 @default.
• W2912650384 cites W2034517188 @default.
• W2912650384 cites W2054093739 @default.
• W2912650384 cites W2059305518 @default.
• W2912650384 cites W2060762846 @default.
• W2912650384 cites W2064449309 @default.
• W2912650384 cites W2071441583 @default.
• W2912650384 cites W2072040711 @default.
• W2912650384 cites W2073189733 @default.
• W2912650384 cites W2077366304 @default.
• W2912650384 cites W2080767525 @default.
• W2912650384 cites W2081131754 @default.
• W2912650384 cites W2082338093 @default.
• W2912650384 cites W2083133776 @default.
• W2912650384 cites W2083985097 @default.
• W2912650384 cites W2087274414 @default.
• W2912650384 cites W2093735837 @default.
• W2912650384 cites W2095467291 @default.
• W2912650384 cites W2095715312 @default.
• W2912650384 cites W2095921366 @default.
• W2912650384 cites W2099119340 @default.
• W2912650384 cites W2100598867 @default.
• W2912650384 cites W2101639454 @default.
• W2912650384 cites W2104198749 @default.
• W2912650384 cites W2104687675 @default.
• W2912650384 cites W2108158235 @default.
• W2912650384 cites W2108789206 @default.
• W2912650384 cites W2109112965 @default.
• W2912650384 cites W2109833306 @default.
• W2912650384 cites W2118506087 @default.
• W2912650384 cites W2121053620 @default.
• W2912650384 cites W2122840338 @default.
• W2912650384 cites W2124258512 @default.
• W2912650384 cites W2129487447 @default.
• W2912650384 cites W2137089453 @default.
• W2912650384 cites W2140460564 @default.
• W2912650384 cites W2142533684 @default.
• W2912650384 cites W2143438041 @default.
• W2912650384 cites W2155199878 @default.
• W2912650384 cites W2160986195 @default.
• W2912650384 cites W2163049306 @default.
• W2912650384 cites W2166410494 @default.
• W2912650384 cites W2170805698 @default.
• W2912650384 cites W2171606724 @default.
• W2912650384 cites W2172133127 @default.
• W2912650384 cites W2274734644 @default.
• W2912650384 cites W2294667132 @default.
• W2912650384 cites W2297938511 @default.
• W2912650384 cites W2324167669 @default.
• W2912650384 cites W2327851877 @default.
• W2912650384 cites W2342925794 @default.
• W2912650384 cites W2410396395 @default.
• W2912650384 cites W4236686486 @default.
• W2912650384 cites W4241701032 @default.
• W2912650384 cites W4255660190 @default.
• W2912650384 doi "https://doi.org/10.1016/j.jvoice.2018.12.019" @default.
• W2912650384 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/30712882" @default.
• W2912650384 hasPublicationYear "2020" @default.
• W2912650384 type Work @default.
• W2912650384 sameAs 2912650384 @default.
• W2912650384 citedByCount "5" @default.
• W2912650384 countsByYear W29126503842019 @default.
• W2912650384 countsByYear W29126503842022 @default.
• W2912650384 countsByYear W29126503842023 @default.

• next