Date
1-9-2024
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
David Hahn
Keywords
Constructive and Adverse Music Experiences
Disciplines
Education | Music
Recommended Citation
Osuamkpe, Katie Denise, "Philosophies of Empirical and Habitual Teaching: Healthy Vocal Methodologies in Higher Education for the Twenty-first Century" (2024). Doctoral Dissertations and Projects. 5164.
https://digitalcommons.liberty.edu/doctoral/5164
Abstract
Despite research done on healthy vocal methodologies, there are continuous changes in how best to prepare collegiate music students, relating to their emotional health through empirical and habitual teachings. This study will show how healthy vocal methodologies can influence higher education vocal students of the twenty-first century. This qualitative study can build a bridge to related topics in an exploratory framework with perspectives on: Dr. William Hettler’s Emotional Well-Being and its seven dimensions, Jean Piaget's Cognitive Construction Theory, Peter Salovey and John Mayer's Emotional Intelligence Theory, Daniel Goleman’s Social Emotional Learning Methodology, Susan Brookhart’s “Classroometrics” Theory, Howard Gardner’s Theory of Multiple Intelligences, Imagery-Based Learning Methodology, and Learning-Based Methodology. By applying these theories and methodologies to the study, one can gain a better understanding of the process of higher education music students' vocal background. In addition, music educators can facilitate and address relevant concerns regarding healthy vocal techniques that one’s emotional condition may influence. This study highlights gaps in the research on constructive and adverse effects of habitual and empirical vocal technique studies through interviews and facilitated lessons with higher education participants, which is essential because a solid foundation for music students' success begins with vocal health. Based on new and developing perspectives of empirical and habitual teachings, this research will seek to explore findings benefiting music educators, vocal students, and further develop music specialists’ knowledge of what may affect higher education music students' vocal health by discovering constructive and adverse habits that arise from empirical and habitual musical experiences.
