Female Vocal Identity Development: A Phenomenology

Autor/inn/en	Sweet, Bridget; Parker, Elizabeth Cassidy
Titel	Female Vocal Identity Development: A Phenomenology
Quelle	In: Journal of Research in Music Education, 67 (2019) 1, S.62-82 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429418809981
Schlagwörter	Singing; Music Activities; Self Concept; Phenomenology; Classification; Emotional Response; Futures (of Society); Student Attitudes; Experience; Music Education; Age Differences; Developmental Stages; Personal Narratives; Music Teachers; Teacher Student Relationship; Musicians; Undergraduate Students + Suchen Sie Ihr Suchwort? Gesang; Musikalische Aktion; Selbstkonzept; Phenomenological psychology; Phänomenologie; Psychologie; Classification system; Klassifikation; Klassifikationssystem; Emotionales Verhalten; Future; Society; Zukunft; Schülerverhalten; Erfahrung; Musikerziehung; Age; Difference; Age difference; Altersunterschied; Erlebniserzählung; Music; Teacher; Teachers; Musiklehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Musiker
Abstract	The purpose of our phenomenology was to investigate the lived experiences of emerging female vocal identity development (ages 19-35 years) and how participants' lived experiences shaped their future as musicians and music educators. Thirty-nine participants, freshmen through graduate students, enrolled in vocal music education or vocal performance programs within two large universities in the United States completed written responses to an open set of questions that were then discussed during a corresponding in-depth interview. Our analysis revealed four themes: (a) others as powerful influences, (b) voice classification, (c) omnipresent emotion, and (d) perceptions of future involvement. Time underwrote each theme as participants shared lived experiences that took place from age 11 into their 20s and some into the mid-30s. Therefore, consideration of chronological age within each of the themes provided deeper insight on the evolution of female vocal identity development. We found that intrapersonal and interpersonal interactions, both past and present, fostered emotional responses that influenced female vocalists' perceptions of their voice. These, in combination with encounters with voice classifications and tensions between vocal and choral teachers, influenced their ever-evolving relationship with their instrument. In addition, participants actively used lived experiences to build futures for themselves and their vocal students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01