Enhancing singing teacher agency through professional development: investigating the impact of Somatic Voicework™ the LoVetri Method on singing teachers

Feldman, Courtney ORCID: https://orcid.org/0000-0003-2306-1909 (2017) Enhancing singing teacher agency through professional development: investigating the impact of Somatic Voicework™ the LoVetri Method on singing teachers. Honours thesis, University of Southern Queensland. (Unpublished)

Text (Whole Thesis)
2017.11.17_Feldman_Honours Thesis_Final.pdf

Download (2MB) | Preview


There is a dearth of information on the broader implications of attending professional development for singing teachers, and how learning experiences in these programs can be effectively evaluated. Recent studies in music education demonstrate that by adopting the perspective of the learner’s experience, music can be seen to provide a rich and elaborate platform for musical and personal development; a perspective which can be a functional approach to evaluating the effectiveness of professional development for singing teachers. Situated within a practitioner inquiry and qualitative case study framework, this study investigated the impact of undertaking a particular professional development course, focusing on the experiences of a group of singing teachers who attended training in Somatic VoiceworkTM The LoVetri Method, in January 2017 at the University of Southern Queensland, a regional Australian University. Data were gathered from participants’ responses in a focus group and qualitative survey, with additional reflections drawn from the researcher’s journal. Karlsen’s (2011) musical agency lens was used to guide a thematic analysis of the dataset, determining the ways in which Somatic VoiceworkTM The LoVetri Method enriched the musical agency of participants. Key themes arising from the data, including experiential skills building, transformation in identity, empowerment in practice and collaborative exchange, provided a broader impression of the benefits that engagement with professional development brings to singing teachers. The findings of the study were used to construct a reflective tool which may be used by singing teachers to reflect upon and evaluate the effectiveness of their professional development learning experiences.

Statistics for USQ ePrint 45074
Statistics for this ePrint Item
Item Type: Thesis (Non-Research) (Honours)
Item Status: Live Archive
Additional Information: Bachelor of Creative Arts Honours thesis.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Arts and Communication (1 Jul 2013 - 28 Feb 2019)
Supervisors: Forbes, Melissa
Date Deposited: 18 Nov 2021 06:14
Last Modified: 18 Nov 2021 06:14
Fields of Research (2008): 19 Studies in Creative Arts and Writing > 1904 Performing Arts and Creative Writing > 190407 Music Performance
Fields of Research (2020): 36 CREATIVE ARTS AND WRITING > 3603 Music > 360304 Music performance
URI: https://sear.unisq.edu.au/id/eprint/45074

Actions (login required)

View Item Archive Repository Staff Only