Voicing, as it pertains to saxophone pedagogy, presents certain obstacles to both teachers and students simply because we cannot visually assess the internal mechanics of the vocal tract. The teacher is then left to instruct based on subjective “feel” which can lead to conflicting instruction, and in some cases, misinformation. In an effort to expand the understanding and pedagogical resources available, ten subjects—comprised of graduate-level and professional-level saxophonists—performed varied pitch bend tasks while their tongue motion was imaged ultrasonographically and recorded.
Download count: 0
- Partial requirement for: D.M.A., Arizona State University, 2016Note typethesis
- Inclues bibliographical references (pages 41-42)Note typebibliography
- Field of study: Music