An Investigation into Environmental Sound Levels and Vocal Behaviors of Female Secondary School Choir Teachers: A Collective Case Study

Abstract

The purpose of this study was to investigate voice use and vocal behaviors of female middle and high school choral music teachers (N = 3) across three standard school days by measurement of duration of specific vocal activities, average classroom sound levels during specified activities, and self-perceived voice use and classroom sound level for the full day containing middle school choirs, beginning/intermediate high school choirs, and advanced high school choirs. Among primary findings: (a) female secondary choral teachers spent the majority of voice use in the classroom speaking alone, speaking while students are speaking, and singing while students sing with piano accompaniment; (b) female secondary choral teachers spoke more while students were speaking during advanced high school choir rehearsals than middle school or beginning/intermediate high school choirs; (c) female secondary choral teachers sang while students were singing and the piano was playing more often when teaching middle school choir than high school choirs; (d) the highest classroom sound level occurred when teachers were singing along with students singing with piano accompaniment; (e) the use of the piano in the secondary choral classroom was largely responsible for high sound levels; (f) female secondary choral teachers underestimated amount of time spent speaking alone; and (g) female secondary choral teachers overestimated total voice use during instructional time. Results are discussed in the context of previous research, implications for present and future music educators, and recommendations for future research.