발성조절에 있어서의 피드백의 특성 및 역할 연구 : Part Ⅱ = A Study on the Characteristics and their Roles of Feedback to Singers’ Voice Control : Part Ⅱ

다국어 초록 (Multilingual Abstract)

The purpose of this study is investigating the characteristics and the roles of augmented feedback in learning process for voice control in conjunction with previous study, “Characteristics and Significance of Feedback to Singers’ Voice Control: Part Ⅰ”. In previous study, we got the conclusion that the inherent feedback as the tool for voice control is not only auditory feedback but also proprioceptive feedback.
In this study, the learning process for voice control which is based on the theories of psychomotor skill learning can be applicable for skilled vocal performance, and we are considering that it is important to systemize the learning process for voice control theoretically because the information provided from this study can and should be attempted in the voice teaching and voice studying.
A critical part in learning motor skills for voice control is receiving proper augmented feedback from voice teacher to form the mental imagery for the tone which is intended to produce. The mental imagery for producing singing voice can be in the forms of auditory, visual and kinesthetic feedback. Since learning process for voice control is a combination of motivation, imitation, trial-and-error, observation, and sensory perception, learning has been traditionally aided by feedback of many kinds. Feedback that is added to what is typically received in the performance is called augmented feedback. Since its source is outside of the body, augmented feedback is also known extrinsic feedback.
Augmented feedback may be presented in the form of feedforward which provides information about what is supposed to be performed. Knowledge of results can provide verbal, visual, or auditory information about the result of performance and about actual components of the proper performance itself. Properly provided augmented feedback form voice teacher will develop the singers’ ability to evaluate the performance and make correction for following performance.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 성악학습과정
• Ⅲ. 성악학습과정의 특성에 근거한 피드백
• Ⅳ. 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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2 고선미, "성악 교수법의 시대적 변화 고찰" 음악연구소 11 (11): 157-193, 2007

3 고선미, "발성조절에 있어서의 피드백의 특성 및 역할 연구: Part Ⅰ" 음악연구소 13 (13): 67-90, 2009

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