Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences
Introduction. To know the history of vocal pedagogy is basic for singing teachers, not only because of a matter of culture but because the foundations of what we know today as singing teaching are laid in this history. Objective. To synthesize the history of vocal pedagogy in order to improve the un...
| Autor: | |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Costa Rica |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español inglés portugués |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/14286 |
| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286 |
| Access Level: | acceso abierto |
| Palavra-chave: | Singing traditional vocal pedagogy contemporary vocal pedagogy voice treatises Canto pedagogía vocal tradicional pedagogía vocal contemporánea tratados de canto pedagogia vocal tradicional pedagogia vocal contemporânea |
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Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences Reseña histórica de la pedagogía vocal clásica: Un recorrido desde los tratados de canto hasta las ciencias de la voz Revisão histórica da pedagogia vocal clássica: Uma viagem a partir dos tratados de canto às ciências da voz |
| title |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| spellingShingle |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences Viales-Montero, Rebeca Singing traditional vocal pedagogy contemporary vocal pedagogy voice treatises Canto pedagogía vocal tradicional pedagogía vocal contemporánea tratados de canto Canto pedagogia vocal tradicional pedagogia vocal contemporânea tratados de canto |
| title_short |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| title_full |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| title_fullStr |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| title_full_unstemmed |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| title_sort |
Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice Sciences |
| dc.creator.none.fl_str_mv |
Viales-Montero, Rebeca |
| author |
Viales-Montero, Rebeca |
| author_facet |
Viales-Montero, Rebeca |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Singing traditional vocal pedagogy contemporary vocal pedagogy voice treatises Canto pedagogía vocal tradicional pedagogía vocal contemporánea tratados de canto Canto pedagogia vocal tradicional pedagogia vocal contemporânea tratados de canto |
| topic |
Singing traditional vocal pedagogy contemporary vocal pedagogy voice treatises Canto pedagogía vocal tradicional pedagogía vocal contemporánea tratados de canto Canto pedagogia vocal tradicional pedagogia vocal contemporânea tratados de canto |
| description |
Introduction. To know the history of vocal pedagogy is basic for singing teachers, not only because of a matter of culture but because the foundations of what we know today as singing teaching are laid in this history. Objective. To synthesize the history of vocal pedagogy in order to improve the understanding of how it is applied today and how it has influenced the different vocal teaching methods. Analysis. Review of the most relevant texts published from 1723 (the first official singing treatise) to 2020. The texts published before 1950 were chosen based on their historical relevance, and the most recent ones based on their frequent mention in theses or scientific articles from recognized journals on vocal pedagogy. Results. A significant difference is found between the ways in which the pedagogy of the voice is developed, from which history is systematized in four stages: first treatises on singing, Manuel García II (invention of laryngoscope), from Manuel García II to 1950 (interdisciplinary scientific papers) and after 1950 to date. Conclusions. The process from the first treatise until today has built the current vocal pedagogy, based on the historical contributions in almost 300 years, and demanding from the teachers of the 21st century, not only the expertise to listen and deduce what the student does, but also a theoretical scientific knowledge that gives him the basis to handle vocal corrections effectively. |
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2022 |
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2022-04-18 |
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info:eu-repo/semantics/publishedVersion journal article artículo artigo artículo original http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286 10.15359/ree.26-2.27 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286 |
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10.15359/ree.26-2.27 |
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spa eng por |
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spa eng por |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24860 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24861 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24739 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/26368 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24862 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24863 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24864 |
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Derechos de autor 2022 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2022 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 |
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openAccess |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 26 No. 2 (2022): Revista Electrónica Educare (May-August); 1-20 Revista Electrónica Educare; Vol. 26 Núm. 2 (2022): Revista Electrónica Educare (mayo-agosto); 1-20 Revista Electrónica Educare; v. 26 n. 2 (2022): Revista Electrónica Educare (maio-agosto); 1-20 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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Universidad Nacional de Costa Rica |
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UNA |
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UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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Historical Overview of Classical Vocal Pedagogy: A Journey From the Singing Treatises to the Voice SciencesReseña histórica de la pedagogía vocal clásica: Un recorrido desde los tratados de canto hasta las ciencias de la vozRevisão histórica da pedagogia vocal clássica: Uma viagem a partir dos tratados de canto às ciências da vozViales-Montero, RebecaSingingtraditional vocal pedagogycontemporary vocal pedagogyvoice treatisesCantopedagogía vocal tradicionalpedagogía vocal contemporáneatratados de cantoCantopedagogia vocal tradicionalpedagogia vocal contemporâneatratados de cantoIntroduction. To know the history of vocal pedagogy is basic for singing teachers, not only because of a matter of culture but because the foundations of what we know today as singing teaching are laid in this history. Objective. To synthesize the history of vocal pedagogy in order to improve the understanding of how it is applied today and how it has influenced the different vocal teaching methods. Analysis. Review of the most relevant texts published from 1723 (the first official singing treatise) to 2020. The texts published before 1950 were chosen based on their historical relevance, and the most recent ones based on their frequent mention in theses or scientific articles from recognized journals on vocal pedagogy. Results. A significant difference is found between the ways in which the pedagogy of the voice is developed, from which history is systematized in four stages: first treatises on singing, Manuel García II (invention of laryngoscope), from Manuel García II to 1950 (interdisciplinary scientific papers) and after 1950 to date. Conclusions. The process from the first treatise until today has built the current vocal pedagogy, based on the historical contributions in almost 300 years, and demanding from the teachers of the 21st century, not only the expertise to listen and deduce what the student does, but also a theoretical scientific knowledge that gives him the basis to handle vocal corrections effectively.Introducción: El conocer la historia de la pedagogía vocal es básico para el profesorado de canto, no solo por una cuestión de cultura general, sino porque sobre esta historia se cimientan las bases de lo que hoy conocemos como docencia del canto. Objetivo. Sintetizar la historia de la pedagogía vocal, para mejorar el entendimiento sobre la forma en que esta es aplicada en la actualidad y como ha influenciado sobre las diferentes metodologías de enseñanza vocal. Análisis. Revisión de los textos más relevantes publicados desde 1723 (primer tratado oficial de canto) hasta 2020. Los textos de antes de 1950 fueron elegidos por su relevancia histórica y los posteriores, por su mención frecuente en tesis de postgrado o en artículos científicos de revistas reconocidas sobre la enseñanza vocal. Resultados. Se encuentra una diferencia significativa entre la forma en que se desarrolla la pedagogía de la voz, a partir de la cual se sistematiza su historia en cuatro etapas: primeros tratados de canto, Manuel García II (invención del laringoscopio), de Manuel García II a 1950 (escritos interdisciplinarios científicos) y después de 1950 a la fecha. Conclusiones. El proceso desde el primer tratado hasta hoy ha construido la pedagogía de la voz actual, basada en las contribuciones históricas en casi 300 años, y exigiendo a los maestros y las maestras del siglo XXI, no solo la pericia para escuchar y deducir lo que hace el estudiantado, sino un conocimiento teórico científico que le dé bases para manejar las correcciones vocales de forma efectiva.Introdução. Conhecer a história da pedagogia vocal é fundamental para o grupo de professores de canto, não só por uma questão de cultura geral, mas porque nesta história estão assentados os alicerces do que hoje conhecemos como ensino de canto. Objetivo. Sintetizar a história da pedagogia vocal, para melhorar a compreensão de como ela é aplicada hoje e como tem influenciado as diferentes metodologias de ensino da voz. Discussão. Revisão dos textos mais relevantes publicados de 1723 (o primeiro tratado oficial sobre canto) a 2020. Os textos anteriores a 1950 foram escolhidos por sua relevância histórica e os mais recentes, por sua frequente menção em teses de pós-graduação ou nos artigos científicos de revistas reconhecidas sobre educação vocal. Resultados. Foi encontrado uma diferença significativa entre a forma como se desenvolve a pedagogia da voz, a partir da qual sua história é sistematizada em quatro etapas: primeiros tratados de canto, Manuel García II (invenção do laringoscópio), de Manuel García II a 1950 (escritos científicos interdisciplinares) e depois de 1950 até hoje. Conclusões. O processo desde o primeiro tratado até a atualidade construiu a pedagogia da voz atual, com base nas contribuições históricas de quase 300 anos, e exigindo dos professores do século XXI, não apenas a perícia para ouvir e deduzir o que o estudante faz, senão um conhecimento teórico científico que forneça a base para lidar com as correções vocais de forma eficaz.Universidad Nacional, Costa Rica2022-04-18info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articletext/htmlapplication/epub+zipapplication/pdfapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/1428610.15359/ree.26-2.27Revista Electrónica Educare; Vol. 26 No. 2 (2022): Revista Electrónica Educare (May-August); 1-20Revista Electrónica Educare; Vol. 26 Núm. 2 (2022): Revista Electrónica Educare (mayo-agosto); 1-20Revista Electrónica Educare; v. 26 n. 2 (2022): Revista Electrónica Educare (maio-agosto); 1-201409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24860https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24861https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24739https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/26368https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24862https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24863https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14286/24864Derechos de autor 2022 Compartidos: Revista y Autores(as)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-30T15:12:10Zoai:ojs.www.una.ac.cr:article/14286Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-30T15:12:10Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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15.812455 |