Araştırma Makalesi
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The use of analogy, imagination and metaphors as an instructional tool in voice training: A case study

Yıl 2021, Cilt: 2 Sayı: 1, 9 - 31, 15.06.2021
https://doi.org/10.29228/jiae.12

Öz

We often see that vocal training is defined as an abstract education. As the reason for this; It can be shown that the organs and systems that make up the voice are not visible to the eye, that is, the instrument is our body itself, as well as the use of abstract tools frequently in the training process. In voice training, it is seen that analogy, imagination and metaphors are used as instructional tools in order to reach from abstract to concrete in the context of mind-image-body. In this study, it was aimed to describe the experiences of voice trainers about the use of verbal and kinesthetic analogy, imagination, metaphor (AIM) in the process of vocal education. In this study, a case study from qualitative research designs was chosen. It has been provided to reveal the use cases of analogy, imagination, metaphors as an instructional tool in the current form of voice trainers. Participants are 15 expert voice trainers who provide voice training in different countries. “Verbal-Kinesthetic Analogy, Imagination and Metaphor Usage Form in Voice Education” was used as data collection tools. With this form, oral and written opinions about the use of analogy, imagination and metaphors (verbal and kinesthetic) and their goals were taken by the voice instructors during their training. Content analysis was applied in the analysis of the data. The analogies, imaginations and metaphors used by the voice trainers in the voice training process are presented as themes. As a result of the research, 29 analogies, imaginations and metaphors used by voice trainers were determined. The suggestions they used for these analogies and metaphors (motivating sentence and speech) and for which target behavior they used were presented in tables.

Kaynakça

  • Akturan, U., & Esen, A. (2008). Fenomenoloji (Phenomenology). Nitel araştırma yöntemleri (Qualitative Research Methods). Ankara: Seçkin Yayıncılık.
  • Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change. Journal of Researche in Sience Teaching, 29(1), 17-34.
  • Brunkan, C. (2012). The Effects of Three Singer Gestures on Acoustic and Perceptual Measures of Singing in Solo and Choral Contexts. Doctoral Dissertation. Kansas.
  • Bryce, T., & MacMillan, K. (2005). Encouraging Conceptual Change: The Use of Bridging Analogies in the Teaching of Action-Reaction Forces and the ‘at Rest’ Condition in Physics, International Journal of Science Education, 27(6), 737-763.
  • Clement, J. (1987). The Use of Analogies and Anchoring Intuitions to Remediate Misconceptions in Mechanics, (ERIC Document Reproduction Service No. ED 291 604).
  • Davutoğlu, A.Y. (2015). Doğal Sese Ulaşabilmek: Linklater Metodunun Eğitim Perspektifinden Analizi (Freeing The Natural Voice: Analysis of Linklater Method from Educational Perspective), İdil Journal of Art and Language, 17, 147-167.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). USA: The McGraw-Hill Companies, Inc.
  • Hibbard, T. T. (1994). The Use of Movement as an Instructional Technique in Choral Rehearsal. Doctoral Dissertation.Oregon University. Oregon.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar: Hayat, Anlam ve Dil (Metaphors: Life, Meaning and Language) (Trans. G. Y. Demir). İstanbul: Paradigma.
  • Liao, M.-Y. (2002). The Effects of Gesture and Movement Training on the Intonation and Tone Quality of Childeren's Choral Singing. Doctoral Dissertation. Sheffield University. England.
  • Liao, M.-Y., & Davidson, J. W. (2015). The Effects of Gesture Movement Training on the Intonation of Children's Sinnging in Vocal Warm-Up Sessions. International Journal of Music Education, 34(1), 4-18.
  • Linklater, K. (2006)., Londra, Nick Hern Books.
  • Nafisi, J. (2010). Gesture as a Tool of Communication in the Teaching of Singing. Australian Journal of Music Education, 103-116.
  • Nafisi, J. S. (2013). Gesture and Body Movement as Teaching and Learning Tools in Western Classical Singing. Doctoral Dissertation. Monash University. Australia
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: Sage Publications, Inc.
  • Saban, A. (2008). İlköğretim Birinci Kademe Öğretmen ve Öğrencilerinin Bilgi Kavramına İlişkin Sahip Oldukları Zihinsel İmgeler, İlköğretim Online (Mental Images of Primary Education First Level Teachers and Students Regarding the Concept of Knowledge), Elementary Education Online, 7(2), 421-455.
  • Serig, D. (2006). A conceptual structure of visual metaphor. Studies in Art Education, 47(3), 229-247.
  • Şahin, E. (2019). Konservatuarların Sahne Sanatları Tiyatro Bölümü Şan Derslerinde Kullanılan Kinestetik Metaforların, Öğrencilerin Postür ve Solunumlarına Etkisi (The Effect of Kinesthetic Metaphors Used in Conservatories’ Performing Arts Theater Department Voice Classes on Students’ Posture and Breathing), Akademik Sosyal Araştırmalar Dergisi (Academic Journal of Social Studies), 7(93), 271-288.
  • Tortop, H. S. (2013). Öğretmen Adaylarının Üniversite Hocası Hakkındaki Metaforları ve Bir Değerlendirme Aracı Olarak Metafor (Methapors of Pre-service Teachers about University Teachers and Methapot as an Evaluation Tool), Yüksek Öğretim ve Bilim Dergisi (Journal of Higher Education and Science), 3(2), 153-160.
  • Wis, R. (1993). Gesture and Body Movement as Physical Metaphor to Facilitate Learning and to Enhance Musical Experience in the Choral Rehearsal. Doctoral Dissertation. Northwestern University. Northwestern.
Yıl 2021, Cilt: 2 Sayı: 1, 9 - 31, 15.06.2021
https://doi.org/10.29228/jiae.12

Öz

Kaynakça

  • Akturan, U., & Esen, A. (2008). Fenomenoloji (Phenomenology). Nitel araştırma yöntemleri (Qualitative Research Methods). Ankara: Seçkin Yayıncılık.
  • Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change. Journal of Researche in Sience Teaching, 29(1), 17-34.
  • Brunkan, C. (2012). The Effects of Three Singer Gestures on Acoustic and Perceptual Measures of Singing in Solo and Choral Contexts. Doctoral Dissertation. Kansas.
  • Bryce, T., & MacMillan, K. (2005). Encouraging Conceptual Change: The Use of Bridging Analogies in the Teaching of Action-Reaction Forces and the ‘at Rest’ Condition in Physics, International Journal of Science Education, 27(6), 737-763.
  • Clement, J. (1987). The Use of Analogies and Anchoring Intuitions to Remediate Misconceptions in Mechanics, (ERIC Document Reproduction Service No. ED 291 604).
  • Davutoğlu, A.Y. (2015). Doğal Sese Ulaşabilmek: Linklater Metodunun Eğitim Perspektifinden Analizi (Freeing The Natural Voice: Analysis of Linklater Method from Educational Perspective), İdil Journal of Art and Language, 17, 147-167.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). USA: The McGraw-Hill Companies, Inc.
  • Hibbard, T. T. (1994). The Use of Movement as an Instructional Technique in Choral Rehearsal. Doctoral Dissertation.Oregon University. Oregon.
  • Lakoff, G. & Johnson, M. (2005). Metaforlar: Hayat, Anlam ve Dil (Metaphors: Life, Meaning and Language) (Trans. G. Y. Demir). İstanbul: Paradigma.
  • Liao, M.-Y. (2002). The Effects of Gesture and Movement Training on the Intonation and Tone Quality of Childeren's Choral Singing. Doctoral Dissertation. Sheffield University. England.
  • Liao, M.-Y., & Davidson, J. W. (2015). The Effects of Gesture Movement Training on the Intonation of Children's Sinnging in Vocal Warm-Up Sessions. International Journal of Music Education, 34(1), 4-18.
  • Linklater, K. (2006)., Londra, Nick Hern Books.
  • Nafisi, J. (2010). Gesture as a Tool of Communication in the Teaching of Singing. Australian Journal of Music Education, 103-116.
  • Nafisi, J. S. (2013). Gesture and Body Movement as Teaching and Learning Tools in Western Classical Singing. Doctoral Dissertation. Monash University. Australia
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: Sage Publications, Inc.
  • Saban, A. (2008). İlköğretim Birinci Kademe Öğretmen ve Öğrencilerinin Bilgi Kavramına İlişkin Sahip Oldukları Zihinsel İmgeler, İlköğretim Online (Mental Images of Primary Education First Level Teachers and Students Regarding the Concept of Knowledge), Elementary Education Online, 7(2), 421-455.
  • Serig, D. (2006). A conceptual structure of visual metaphor. Studies in Art Education, 47(3), 229-247.
  • Şahin, E. (2019). Konservatuarların Sahne Sanatları Tiyatro Bölümü Şan Derslerinde Kullanılan Kinestetik Metaforların, Öğrencilerin Postür ve Solunumlarına Etkisi (The Effect of Kinesthetic Metaphors Used in Conservatories’ Performing Arts Theater Department Voice Classes on Students’ Posture and Breathing), Akademik Sosyal Araştırmalar Dergisi (Academic Journal of Social Studies), 7(93), 271-288.
  • Tortop, H. S. (2013). Öğretmen Adaylarının Üniversite Hocası Hakkındaki Metaforları ve Bir Değerlendirme Aracı Olarak Metafor (Methapors of Pre-service Teachers about University Teachers and Methapot as an Evaluation Tool), Yüksek Öğretim ve Bilim Dergisi (Journal of Higher Education and Science), 3(2), 153-160.
  • Wis, R. (1993). Gesture and Body Movement as Physical Metaphor to Facilitate Learning and to Enhance Musical Experience in the Choral Rehearsal. Doctoral Dissertation. Northwestern University. Northwestern.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Vocal Training
Yazarlar

Tuğçem Kar 0000-0002-0252-2537

Yayımlanma Tarihi 15 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 2 Sayı: 1

Kaynak Göster

APA Kar, T. (2021). The use of analogy, imagination and metaphors as an instructional tool in voice training: A case study. Journal for the Interdisciplinary Art and Education, 2(1), 9-31. https://doi.org/10.29228/jiae.12

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