The place and importance of physiology of voice in the teacher education

Year 2015, Volume: 1 Issue: 1, 224 - 229, 02.03.2015

Serkan Otacıoğlu

https://doi.org/10.24289/ijsser.106414

Abstract

The improving technology within the recent years, as well as the recently found and improved devices made understanding the enigmatic human voice and its properties easier, and rendered voice disorders more easily treated (Helvacı: 2003). Alongside to effective experimental practices, voice training includes the theoretical basics of behaviors towards vocal health of a specific individual, its preservation and proper usage, aka a process to be learnt via certain goals (Köse: 2001).

An expertise area called “Phoniatry” has been found that regards itself with the problems of individuals that use their voices professionally like singers, politicians, lawyers, teachers, actors and actresses alike. Phoniatry is defined as a team job that necessities the unity among experts. This team is made up of an Otorhinolaryngology expert, a speech and voice therapist and a voice coach concerning the issues in larynx, voice, nose and hearing. Recently it has been made easier to figure out how come the voice of a singer, teacher and/or a theater player roughens and goes hoarse. A tumor that may arise in a smoker or a nodule in a singer are better diagnosed and treated. This is thanks to the researchers conducted to better understand how the human voice came to be, multiplying the importance of voice training. Thereby individuals in different occupational groups started taking voice training lessons to make better use of their voices (Helvacı: 2003).

So that the voice of an individual is used in the correct way; this context requires the individuals in speech-related occupations to obtain the necessary physiological info and, thereafter, take up a course to use this info professionally. The most vital of the aforementioned “Team Job” is the individual him/herself, as it all boils down to the willingness of the individual; otherwise the success rate is extremely low. Therefore precautions need to be taken, so as not to encounter any vocal issues. This is, however, related to the education level of the individual.

There are vocal training lessons in facilities that produce music teachers and in faculties of education. But there are no theoretical lessons on physiology, not to mention the complete absence of voice use in other faculties. This suggested physiological theoretical lesson is not only required to be mandatory in music education faculties, but also will bring benefits to teacher candidates in other branches for a better occupation.

Keywords: Teacher education-Voice physiology-Voice training

Keywords

Teacher education, Voice physiology, Voice training

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