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

Yıl 2015, Cilt: 1 Sayı: 1, 224 - 229, 02.03.2015
https://doi.org/10.24289/ijsser.106414

Öz

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

Kaynakça

  • Cevanşir, B ve Gürel, G. (1982). “Foniatri” İstanbul Üniversitesi Tıp Fakültesi Yayın-ları, İstanbul: Sanal matbaacılık.
  • Davran, Y. (1997). Şarkı Söyleme Sanatının Öyküsü, Ankara: Evrensel Müzikevi.
  • Evren, G.F. (2012). Müzik Eğitimi Veren Kurumlarda Ses Eğitimi Derslerinde Kullanılabilecek Bedensel ve Zihinsel Gevşeme Yöntemleri, The Journal of Ac-ademic Social Science Studies, Publication of Association Esprit, Société et Ren-contre Strasbourg/France, Volume 5, Issue 8, December 12, 563- 572.
  • Helvacı, A. (2003). Cumhuriyetimizin 80. Yılında Müzik Sempozyumu, 30-31 Ekim 2003, İnönü Üniversitesi, Malatya Bildiriler, 124-129.
  • Köse, H. S. (2001). Müzik Öğretmenliği A.B.D. I. Sınıf Öğrencilerinin Ses Özelliklerine Ait Sorunların Öğrenci Kaynakları Düzleminde İncelenmesi, Yayınlanmamış Doktora Tezi, G.Ü. Fen Bilimleri Enstitüsü, Ankara
  • Köse, H.S. (2003). Sesle İlgili Koruyucu Sağlık Bilgisinin Ses Üzerindeki Etkileri ve Profesyonel Ses Sanatçılarının Eğitimdeki Özellikler. Süleyman Demirel Üni. Burdur Eğitim Fakültesi Dergisi, 4(5):147-153.
  • Otacıoğlu, S. (2015). Ses Oluşumu, Türleri ve Alman Ses Sistemi. Türkiye Alim Kita-pları. Almanya.
  • Töreyin, A. (1999). Eğitim Fakülteleri Müzik Öğretmenliği Programı Anabilim Dalı’ndaki Bireysel Ses Eğitimi Dersinin Niteliği. VI. İstanbul Türk Müziği Günleri Bildirisi. İTÜ İstanbul.
  • Vennard, W. (1967). “Singing: The mechanism and the Technic”. Coopersquare NY. Carl Fischer Inc.
Yıl 2015, Cilt: 1 Sayı: 1, 224 - 229, 02.03.2015
https://doi.org/10.24289/ijsser.106414

Öz

Kaynakça

  • Cevanşir, B ve Gürel, G. (1982). “Foniatri” İstanbul Üniversitesi Tıp Fakültesi Yayın-ları, İstanbul: Sanal matbaacılık.
  • Davran, Y. (1997). Şarkı Söyleme Sanatının Öyküsü, Ankara: Evrensel Müzikevi.
  • Evren, G.F. (2012). Müzik Eğitimi Veren Kurumlarda Ses Eğitimi Derslerinde Kullanılabilecek Bedensel ve Zihinsel Gevşeme Yöntemleri, The Journal of Ac-ademic Social Science Studies, Publication of Association Esprit, Société et Ren-contre Strasbourg/France, Volume 5, Issue 8, December 12, 563- 572.
  • Helvacı, A. (2003). Cumhuriyetimizin 80. Yılında Müzik Sempozyumu, 30-31 Ekim 2003, İnönü Üniversitesi, Malatya Bildiriler, 124-129.
  • Köse, H. S. (2001). Müzik Öğretmenliği A.B.D. I. Sınıf Öğrencilerinin Ses Özelliklerine Ait Sorunların Öğrenci Kaynakları Düzleminde İncelenmesi, Yayınlanmamış Doktora Tezi, G.Ü. Fen Bilimleri Enstitüsü, Ankara
  • Köse, H.S. (2003). Sesle İlgili Koruyucu Sağlık Bilgisinin Ses Üzerindeki Etkileri ve Profesyonel Ses Sanatçılarının Eğitimdeki Özellikler. Süleyman Demirel Üni. Burdur Eğitim Fakültesi Dergisi, 4(5):147-153.
  • Otacıoğlu, S. (2015). Ses Oluşumu, Türleri ve Alman Ses Sistemi. Türkiye Alim Kita-pları. Almanya.
  • Töreyin, A. (1999). Eğitim Fakülteleri Müzik Öğretmenliği Programı Anabilim Dalı’ndaki Bireysel Ses Eğitimi Dersinin Niteliği. VI. İstanbul Türk Müziği Günleri Bildirisi. İTÜ İstanbul.
  • Vennard, W. (1967). “Singing: The mechanism and the Technic”. Coopersquare NY. Carl Fischer Inc.
Toplam 9 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Serkan Otacıoğlu

Yayımlanma Tarihi 2 Mart 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Otacıoğlu, S. (2015). The place and importance of physiology of voice in the teacher education. International Journal of Social Sciences and Education Research, 1(1), 224-229. https://doi.org/10.24289/ijsser.106414
AMA Otacıoğlu S. The place and importance of physiology of voice in the teacher education. International Journal of Social Sciences and Education Research. Mart 2015;1(1):224-229. doi:10.24289/ijsser.106414
Chicago Otacıoğlu, Serkan. “The Place and Importance of Physiology of Voice in the Teacher Education”. International Journal of Social Sciences and Education Research 1, sy. 1 (Mart 2015): 224-29. https://doi.org/10.24289/ijsser.106414.
EndNote Otacıoğlu S (01 Mart 2015) The place and importance of physiology of voice in the teacher education. International Journal of Social Sciences and Education Research 1 1 224–229.
IEEE S. Otacıoğlu, “The place and importance of physiology of voice in the teacher education”, International Journal of Social Sciences and Education Research, c. 1, sy. 1, ss. 224–229, 2015, doi: 10.24289/ijsser.106414.
ISNAD Otacıoğlu, Serkan. “The Place and Importance of Physiology of Voice in the Teacher Education”. International Journal of Social Sciences and Education Research 1/1 (Mart 2015), 224-229. https://doi.org/10.24289/ijsser.106414.
JAMA Otacıoğlu S. The place and importance of physiology of voice in the teacher education. International Journal of Social Sciences and Education Research. 2015;1:224–229.
MLA Otacıoğlu, Serkan. “The Place and Importance of Physiology of Voice in the Teacher Education”. International Journal of Social Sciences and Education Research, c. 1, sy. 1, 2015, ss. 224-9, doi:10.24289/ijsser.106414.
Vancouver Otacıoğlu S. The place and importance of physiology of voice in the teacher education. International Journal of Social Sciences and Education Research. 2015;1(1):224-9.

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