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Whose Voice Is It Anyway

2017· article· en· W2785015621 sur OpenAlexaboutno aff
Rachel Griffiths

Notice bibliographique

RevueEdge Hill University Research Archive · 2017
Typearticle
Langueen
DomaineArts and Humanities
ThématiqueTheater, Performance, and Music History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésMusicalStorytellingVisual artsArtLiteratureNarrative
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

CALL FOR PAPERS
\n
\nSONG, STAGE AND SCREEN XII
\n19 – 22 JUNE 2017
\n
\nAt
\nGUILDFORD SCHOOL OF ACTING, UNIVERSITY OF SURREY, GUILDFORD, UK.
\n
\nMUSICAL MULTIPLICITY
\n
\nIn recent years the influence of singer-songwriters, tv shows, jukebox musicals and politics have challenged the perceived homogeneity of musical theatre, showtunes and the Hollywood musical.
\n
\nin a period in which societal diversities are under threat, musical theatre and film exhibits new multiplicities of subject matter, modes of storytelling, and production styles. Simultaneously, artists with varied backgrounds from singer-songwriters to practitioners in verbatim or physical theatre are creating musical theatre which challenges accepted methodologies for creating musicals. Additionally, digital media allows for new platforms for the performance, delivery and marketing of musical theatre; raising a challenge to the very nature of the artform.
\n
\nThis conference considers and celebrates all facets of multiplicity in musical theatre and musical film; from staging concepts challenging the traditional proscenium, to musical styles from Hamilton to La La Land. Papers might consider how diversities have created developments in musical storytelling throughout history, and how revivals are informed by later innovations unimaginable at the time of the original production.
\n
\nTopics for papers and presentations may include, but are not restricted to:
\n• Musical multiplicities
\n• Diversities of platform; beyond the stage and screen
\n• Staging diversities
\n• Choreographic multiplicities
\n• The challenge to societal diversity and the response of musical theatre/film
\n• Gender diversities in the musical,
\n• The challenge to the traditional ‘showtune’
\n• Diverse methodologies of developing musicals; beyond the workshop
\n• Developing new audiences in musical theatre
\n
\nPapers should be designed to last no more than 20 minutes. Please send an abstract of no more than 200 words for blind peer review (your name should not appear anywhere in the proposal) to the conference convenor, Julian Woolford, Head of Musical Theatre at GSA: j.woolford@gsa.surrey.ac.uk with the subject heading “Song, Stage and Screen XII”.
\nThe deadline for proposals is Saturday, February 18 2017.
\n
\n
\n
\n‘Whose Voice Is It Anyway’?
\n‘We may feel so in awe of the seeming vocal perfection of our idols that we become immensely critical of our own voice for what it naturally is.’
\nBrophy, B (2012) The Singers Instinct. BBVS, Toronto, p108
\n
\nJust as nearly all modern popular music recordings are heavily edited, mixed, compressed, and equalized before release, so too are the vast majority of musical theatre cast recordings. The clarity of digital sound magnifies every small imperfection of the natural voice. Compression, reverb, delay, equalization, and in extreme cases, auto-tune are used to combat this. 
\nThe implications are wide-reaching in terms of both performance and pedagogical practices. The digital alteration of voices on musical theatre soundtracks and cast recordings for both stage and screen is influencing the vocal habits and development of potential musical theatre performers, as particularly young women, attempt to mimic this compressed, artificial recorded sound, emulating what they consider to be perfection. 
\n
\nThis paper addresses two inter-related key questions: 
\n
\nHow might this influence the development of musical theatre performance in terms of professional industry practice? 
\n
\nWhat are the implications of these developments in pedagogical terms and how do we address them? 
\n
\nAlthough there are several works which present analyses of these developments, none of these works seek to address the implications in terms of pedagogical/training practices or from an industry perspective. None of the existing research presents this analysis within a critical framework which allows us to consider this in terms of gender. This paper will consider why more women are influenced and how this should be addressed within a pedagogical context, both in practice and theory.
\n
\nBibliography 
\nBrophy, B (2012) The Singers Instinct. BBVS, Toronto, p108
\nEdwards, M (2016) Audio Equipment and Vocal Health, Manual of Singing Voice - Rehabilitation, CCC-SLP, Plural Publishing
\nLeBorgne, W and Rosenberg, M (2014) The Vocal Athlete, Plural Publishing.
\nJan Švec, Harm K. Schutte, and Donald G. Miller, ‘On Pitch Jumps between Chest and Falsetto Registers in Voice: Data from Living and Excised human Larynges’, Journal of the Acoustical Society of America, Vol. 106, No. 3, Pt. 1 (September 1999, 1523-29), 1523.
\nScrelting: a combination of the words screaming and belting, reserved for performers forcefully singing at the top of their range.4 Sep 2014. The Directory of Contemporary Musical Theatre Writers, found online at https://contemporarymusicaltheatre.wordpress.com/2014/09/04/screlting-or-please-dont-stand-so-close-to-me-vol-1/

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 distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies, Charge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesCharge utile insuffisante (le modèle a refusé de juger)
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Autre · Signal consensuel: aucune
Score de désaccord entre enseignants0,584
Score d'incertitude au seuil0,998

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0010,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0050,002
Communication savante0,0000,001
Science ouverte0,0010,001
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0030,003

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.

Tête enseignante Opus0,115
Tête enseignante GPT0,292
Écart entre enseignants0,178 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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 découle

Classification

machine, non validée

Prédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.

Devis d'étudeSans objet
Domainenon disponible
GenreAutre

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2017
Routes d'admission1
Résumé présentoui

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