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Students’ Experience with Vocal Injury in Undergraduate Performing Arts Training Programs

Published:October 16, 2022DOI:https://doi.org/10.1016/j.jvoice.2022.09.010

      Summary

      Purpose

      Voice injuries are well-documented in the literature and can be found in any person regardless of their profession. However, performing artists need a healthy voice in order to do their job properly. In educational environments, students with injuries are presented with the unique challenge of recovery in addition to a heavy course load. This study seeks to understand and question the experience of the undergraduate vocally injured performing arts student.

      Method

      An IRB approved, online survey was created to assess vocally injured undergraduate students’ experiences and was shared via social media and email outreach.

      Results

      The results of this study show clear ways that undergraduate faculty can support their injured students while they are in training. Additional findings include the importance of the voice teacher/student relationship, timing of diagnoses, and the overall faculty dynamic. Future research may benefit from investigating the voice teacher/student relationship and the mental health repercussions of vocally injured performing arts students.

      Conclusions

      In conclusion, this study found that vocally injured students have diverse experiences while in undergraduate training programs.

      Key Words

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