The aim of this master's thesis was to investigate how teachers develop vocal technique in third-grade students. We examined the methods of preparing for singing and the extent and manner in which vocal technique is fostered by teachers.
In the theoretical part, we defined the functioning of the vocal apparatus, the role and significance of vocal technique development, and the methods of introducing it. We described children's vocal range, posture, breathing, and the importance of vocal hygiene.
The empirical part of the research employed both quantitative and qualitative approaches. In the quantitative section, data was gathered through a questionnaire distributed to approximately 100 classroom teachers from various regions of Slovenia who teach music in the third grade. The qualitative section involved observation in two selected third-grade classes. In one of them, vocal technique during music lessons was implemented based on an original planning model created and executed by the author. The results of this qualitative monitoring were compared with observations from the class where the model was not used.
The findings provided insight into the current state of vocal technique implementation and enabled the practical application of the vocal technique model in early music education, specifically in the first educational period of primary school.
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