AIRS Annual Report Year 1 Sub-Theme 2.2: Formal Training in Singing

This Activity Report for Year One: 2009-2010 Successfully Submitted by Darryl Edwards, August 18, 2010.

The vast embrace of this  AIRS 2.2 venture began with a sense of
overwhelming possibilities.  The excitement continues as our goals are
meeting with actions, and the rewards are revealing themselves
generously.

One of the most unique aspects of AIRS is how we’ve been led to
create ways as artists, educators, psychologists and researchers to
effectively and progressively communicate with each other!  AIRS is
allowing for gateways of understanding between those who make music and
teach music, and those who study and analyze the phenomena as quantified
data, toward deeper understanding of the process and the outcome. 
There exists a need for greater ease in communication between these
domains. AIRS is creating the arena in which we as people and as
professionals are discovering our isolated individualities and bringing
us to build bridges where none have existed for us.

AIRS is the “invitation to the dance” for artist-researchers to
familiarize ourselves with qualitative and quantitative research
techniques. It is in this way that we are learning to join in the
standardized and accepted language of scientific discussion.
Artist-Researchers are largely unskilled and under-skilled in research
methodologies.  Artist’s research studies, then, are generally devoted
to analyses of composers’ works, or descriptive, anecdotal articles that
are interesting and helpful, but outside recognized practices for
making any significant research contributions.

The myriad qualities existing in formalized singing instruction are
observed in a fashion that belies ideal and definitive use by others.
Thankfully, the art of singing thrives on individual differences. It is,
however, through AIRS that creating ways for principles of voice
production and best practices in education to be discerned and repeated -
in addition to all that allows individual artists to thrive in their
specific excellences.

How AIRS is contributing to changes in arts, education and psychology
research and performance interactivity could spawn cases studies of its
case studies. Between the steep learning curves we are encountering
between each other, we are using them as opportunities to make stronger
connections from our previous unawareness. AIRS is presenting us with a
feast of opportunities!

Subtheme Group 2.2: Dissemination About AIRS

  1. Early Childhood Education Summer Music Program, Royal
    Conservatory of Music, Toronto, Darryl Edwards and Rachel Heydon. August
    5, 2009.

  2. International Symposium on Performance Science (ISPS): Auckland, New Zealand. Dec. 15-18, 2009. Darryl Edwards.

  3. Vancouver International Song Institute (VISI), June 11, 2010: Rena Sharon (VISI Artistic Director), Darryl Edwards, Frank Russo.

Literature Reviews

The literature review for choral music has been completed by University of Western Ontario graduate student, Jason Noble.

The literature review for vocal music is underway and still pending, by University of Toronto DMA student, Colleen Skull.

Research Activity

Ongoing data collection of formal voice training at
the university level. DVD recordings of voice lessons have been
collected in several voice studios at the University of Toronto.

Preliminary meetings and discussions have taken place for research
studies with University of Toronto voice students and Dr. Frank Russo
and his graduate students in the Psychology Department of Ryerson
University. The intention is that this will move forward and take place
within 2010-2011, for papers to be delivered at the International
Symposium for Performance Science at the University of Toronto, August
24-27, 2011. 

Dr. Carol Beynon and the Amabile Boys’ Choir in London, Ontario held a
choral performance symposium for male choirs, January 29-30, 2010. It
was a tremendous artistic and experiential success. Darryl Edwards
participated as one of several guest clinicians.

Goal For 2010-2011

Inclusive Communication and Expansion.

Communication with all the members of 2.2 can and should be
increased, to encourage more involvement, more contributions, and the
benefits resulting from intercollegiate discussion. Casting a wider net
to officially include data collection from culturally and geographically
diverse locations will also be a priority. Contacts have presently been
established in Canada, USA, China, New Zealand, Brazil, the Czech
Republic, Italy, Germany, and South Africa.

Research from the Centre for Performance Science (Royal College of Music, London, U.K.) at the Centre for Opera Studies in Italy (COSI) June 15-July 20, 2010. Researchers will tentatively include Dr. Aaron Williamon (Head, CPS), and Dr. Frank Russo (Ryerson U.).

Student Funding

Owing to the availability of AIRS student funding, all abovementioned
goals will be made all the more achievable through student researcher
support. With present teaching and performance/research activities at
and beyond expected maximum levels, AIRS’ funding for studetns is
immensely important and absolutely required for reaching the stated
milestones.

Articles and Papers

The results of the data collection and research studies will be
submitted through article and paper proposals at such publications as
the Journal of Singing,  the Canadian Music Educator,  National
Association of Teachers of  Singing Regional Conferences (National
Conference is in 2012), and several other conferences and publications
(print and online).

Institutional Ethics Review for Audio-Visual Submissions

In addition to required ethics review for all research with human
subjects, gaining permission to post online audio-visual teaching
excerpts from participants and institutions is expected to be a daunting
task, requiring much work for successful proposal submissions.

Case Studies of Beginning Singers

Recording lessons with beginning singers from their very first
lesson. This will require the participation of student researchers as
well as novice singers. The intention is to track developments from the
beginning of instruction, then throughout the teaching year, and beyond.

AIRSPLACE

AIRS staff are working towards providing the results of Project research, so that information and research findings can be shared amongst the researchers and interested individuals.  Please direct any questions or comments regarding the AIRS Web site to the AIRS Information Technology Coordinator. Contact information can be found on our Contact AIRS page.