Chapter 2: The Psychomotor Process Flashcards
What is psychomotor learning?
Describe the four-step psychomotor learning process.
Why is it important for vocal music teachers to understand the psychomotor process as it relates to singing?
Psychomotor learning is skill development.
The psychomotor process for teaching is:
1) the teacher provides model,
2) students perceives and decode the model,
3) the student imitates the model,
4) the student analyzes feedback regarding their effort.
The psychomotor process is important for teachers to understand because teachers must use it constantly in their planning and teaching. Teachers develop students knowledge, understanding and skill.
What are the two psychological and two physiological components involved in the skill of singing?
The psychological components are: 1) the ability to hear and decode pitch (pitch perception) and
2) the ability to remember pitch.
The physiological components are: 1) the ability of closing and tensing of the vocal folds and
2) the ability to use pressure of the breath.
How are the aural and kinesthetic modes of discrimination related to the skills of accurately matching pitch vocally?
Students must be able to:
1) hear the pitch ( psychological),
2) manipulate the vocal folds and pressure of breath (physiological) to match a pitch vocally.
If either the psychological or physiological components are inaccurate the student’s pitch will be inaccurate.
Why should a mixed modality of teaching styles be used in vocal music education?
Give an example of a mixed modality for the teaching of a song melody.
Teaching voice or singing should include both modes of psychological and physiological because both are required for singing pitches accurately.
An example is have the students:
1) learn a song phrase by phrase;
2) discuss the like intervals that are used in the phrase;
3) discuss and demonstrate what has to happen physicologically with the tension of the vocal folds and pressure of breath.
What role does proper feedback play in developing pitch accuracy?
What types of feedback are appropriate?
The types of feedback are 1) aural, 2) visual, and 3) kinesthetic.
Aural feedback is most important to the perceiving and decoding of pitch. To make adjustments to the vocal mechanism a person must have auditory information.
Kinesthetic or how sound feels aid in perceiving and decoding pitch. Therefore students need the teacher to give feedback in this area.
Visual feedback, using pictures of high and low objects and moving hands in the direction of pitch aids in perceiving and encoding.
Describe the three components of a good vocal model as a stimulus for teaching children to sing.
What special problem must the male teacher resolved when vocally modeling for young singers?
A good vocal model includes:
1) singing ranges of the students,
2) accurate quality, and
3) and a female voice is superior.
Male teachers must cultivate a lighter head voice suitable for child vocal modeling. Male teachers should develop the ability to sing an octave higher than normal so that they do not confuse the young students.
What five techniques are appropriate for improving total memory of students?
Can you suggest other techniques that are not given in the text?
1) echo singing of total patterns,
2) singing inside the mind before singing outside the mind. Singing outside the mind is cued by the teacher.
3) Thinking the beginning pitch of the song before singing it and beginning a song without the first pitch being given.
4) Establishing the concept of same and different.
5) Much repetition using the whole-part-whole approach.
What has the research shown regarding the relationship of inaccurate singing to vocal coordination?
Students who have training in manipulating or coordinating their vocal folds, breath, resonators, and articulators ( tongue, teeth, jaw, lips) have improved vocal range in pitch accuracy.
Students who do not have the skill of vocal coordination have the less vocal range and less pitch accuracy.
How is breathing by bimodal?
What do children do to compensate for the lack of proper breathing when singing and what are the results?
Children tend to breathe in the upper chest which is incorrect for singing and they compensate by using too much pressure and tension at the vocal fold level.
The result is poor quality, lack of vocal freedom, accuracy and injury to the vocal folds.
What has the research found regarding the four most Common Causes of inaccurate singing and what is known about the relative importance of each area?
The common causes of inaccurate singing are:
1) Environmental: or lack of exposure)
2) Organic: retarded maturation, physical defects and diseases.
3) Physiological: Poor pitch discrimination, poor pitch memory, and lack of Confidence.
4) Poor Vocal Control: Poor breath support, lack of kinesthetic awareness in the vocal mechanism, inability to shift into the upper register and straining.
Environment is important but experience can help to overcome.
How does home environment affect a child’s singing achievement, and what are the general research findings in regard to preschool children who come from musically disadvantage homes?
Students from environments where parents listen to music have better singing skills.
However Pre-K and kindergarten students who come from disadvantage homes can be helped musically with music teacher intervention.
What two critical areas of pitch cognition are being developed between the ages of 18 months in three years?
What does this say to the music education profession?
Between 18 months and three years of age children develop a repertoire of tonal patterns and total memory.
Music educators are needed in daycare and church schools to help develop a repertoire of tonal patterns and tonal memory.
Discuss the three categories of remedial techniques for inaccurate singers and the relative merits of each area.
The three categories of remedial techniques are: 1) pitch perception activities 2) additional song experiences, and 3) vocal coordination.
Perception activities: a) are verbal and visual feedback, b) familiar tonal patterns in various keys, c) descending patterns, and d) singing inside and outside the mind.
Additional song experiences: a) additional songs, b) additional exercises, and c) humming.
Vocal Coordination: a) proper breathing, b) proper posture, and c) proper diction.
When presenting exercises for pitch matching accuracy, what are the four teaching techniques that will enable the students to process and produce an accurate singing response?
1) Verbal and visual feedback.
2) Using short familiar tonal patterns in a variety of keys.
3) Using pitch patterns that are high enough to get the students out of their chest voice and into their head voice.
4) Students analyzing their own vocal responses.
What are the two foundational elements of proper vocal coordination and what other areas are involved?
The two foundational elements of proper vocal coordination are:
1) Breathing from the diaphragm.
2) Coordinating the physical process needed to sing the correct pitch.
