Summary
Objectives
Extensive research has demonstrated that straw/tube phonation exercises produce positive
effects on the voice quality of the user. The purpose of this study was to explore
pedagogical practices employed by a range of voice professionals when using SOVTEs
by applying human-centered design approaches to examine workflow and communication
between teachers and students.
Method/Design
The researchers conducted a series of five participatory role-playing workshop activities
at a multi-disciplinary vocology conference that included speech-language pathologists,
voice scientists, physicians, singing teachers, acting voice teachers, choral directors,
and singers. Volunteers were asked to assume the role of teaching or learning straw
phonation exercises. The other participants from each workshop were asked to provide
written and verbal feedback regarding the teacher/student dynamics and what they found
most important and relevant in terms of best practices for SOVTEs. Expert evaluators
subsequently provided similar feedback based on video recordings of the workshops.
Results
While there was variability noted in teaching techniques and results, common themes
emerged in the analysis. Successful and unsuccessful student and teacher techniques
were identified by the workshop participants. Through the video analysis, the research
team identified themes in instructional teaching, experiential learning, and straw
articulation and mechanics.
Conclusions
The benefits of straw/tube phonation exercises on voice quality have been well-established
and are clear. As we continue to refine best practices in SOVTEs and, in particular,
straw phonation, involvement of experts in HCD as part of multidisciplinary teams
may lead to the eventual design of SOVTE tools that provide greater precision, consistency,
and effectiveness both in clinical and pedagogical settings, and aid in the differentiation
of SOVTE approaches within the taxonomy of vocal habilitation and rehabilitation techniques.
Key Words
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Article info
Publication history
Published online: February 25, 2023
Accepted:
January 17,
2023
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2023 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
