The effects of vocal exercises and information about the voice on the tone quality and vocal self-image of adolescent female singers

The purpose of this study was to determine the effects of vocal exercises and knowledge about the voice and the vocal development process on the tone quality and vocal self-image of adolescent female singers. The three levels of treatment were: vocal exercises, information (knowledge), and a combination of exercises and knowledge.

Thirty-eight eighth grade students from a West Texas junior high school participated in the study. Subjects were randomly divided into four subgroups including a control group. All subjects were given a student attitude survey and a vocal test prior to the beginning of treatment. Each subgroup received a different treatment. Subgroup 1 received no treatment (control). Subgroup 2 received a program of vocal exercises. Subgroup 3 received information about the voice (knowledge). Subgroup 4 received a combination of exercises and knowledge.

At the conclusion of the treatment period, all subjects were once again given a student attitude survey and vocal test. The vocal tests were taped (both pretestand posttest). Five judges evaluated the recordings. Analyses of data using t-tests and ANOVAs were undertaken to determine if differences existed in tone quality and self image between pretests and posttests.

Results indicate that the treatment given to Subgroup 4 (a combination of exercises and knowledge) produced a significant difference in the subject's attitudes toward their singing voices.

Analysis of the judges' evaluations of the taped vocal tests showed no statistically significant differences for the whole group, or for any subgroup or individual measure. Subgroup 2 showed a slight percentage increase on some measures. Individual subjects showed marked improvement.