Notice bibliographique
Résumé
Kim Mattice Wanat, Unleashing the Expressive Resonant Voice. Edmonton, AB: Elite Lithographic, 2007. Paper, 140 pp., $44.95; DVD with demonstrations $25.00; package with both book and DVD, $65.00. ISBN 978-0-97282779-0-1 www.operanuova@shaw.ca A truism of pedagogy is that teachers are the products of both formal training and life experiences. Kim Mattice Wanat, author of Unleashing the Expressive Resonant Voice, is no exception. Wanat is a singer and actor who melded the two disciplines in her teaching after attending intensive summer programs taught by Wesley Balk and Richard Miller. Her own experiences as a performer and director, coupled with speech training in her childhood, combine to form a pedagogic approach with a unique and useful perspective. Wanat explains her methodology in a single sentence: Every element of this vocal method is based upon communicating with a clear intention. This clarity of purpose directs the breath, the onset, and the release; gives freedom and resonance to the tone; and imbues the singer's stance with confidence. The intention encompasses the use of the voice, the face, and the body. Emphasis upon communication, however, does not preclude an understanding of the physiology and function of the voice. The author identifies three pillars of vocal technique: breath, onset/release, and resonance. She explains each component, and then identifies common problems and their solutions. The goal of communication is where Wanat begins her explanation of breath. She draws upon her training in theater and summarizes it thus: We think a thought; we breathe to fuel that thought, and then we communicate. In lessons, it is important to emphasize communication, for it will foster effective breathing. It is one of the reasons that Wanat advocates introducing the expressive mode early in vocal training. Similarly, the onset and release of the tone-the second pillar of technique identified by Wanat-is firmly rooted in the impetus of communication. Many difficulties can be addressed through the correlation between speech and singing. If students speak with the correct onset and release, they should use speech as a model for their singing; if their speaking habits are interfering with free production, those behaviors must be modified. The final component of technique is resonance. Wanat disagrees with the practice of having young singers focus entirely on their head voice; instead, she believes that novice vocalists must know that low, middle, and high resonance are a part of every note they sing. She argues singers must balance their resonance (she eschews the use of the term register), and avoidance of the issue with beginning singers is merely postponing the inevitable. She also maintains that beginning singers should be encouraged to explore their instruments, even if that includes some less than beautiful sounds. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,003 | 0,005 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,016 | 0,008 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».