an awareness of harmful vocal habits and recurring vocal stress patterns begins the journey to good vocal health.
Strategies for Good Vocal Health
Researchers agree that good vocal health maintenance must integrate establishment of healthy practices throughout a teacher’s career, through voice protection and vocal health training (Bovo et al., 2007; Hackworth, 2009; Hackworth, 2012; Morrow & Connor, 2011). Self- assessment and awareness of vocal behaviors and vocal stress should become a routine part of vocal hygiene, early on in the teaching career. Undergraduate training programs involving behavior modification techniques may provide necessary vocal training for pre-service teachers. This training may be more successful if direct training takes place (information related to healthy voice maintenance through modifying techniques of posture, respiration, and resonance) versus indirect training (information related to vocal production and ways to maintain a healthy voice) or no training (Hackworth, 2009).
Hackworth (2010) conducted a vocal health perception survey among pre-service and experienced teachers, and results from the study showed a significant difference in vocal health perceptions for four behaviors (consuming alcohol, speaking in noisy environments, clearing the throat, and warming up the voice) and one teaching activity (lunch duty). Hackworth indicated that experienced teachers rated two of the four behavior categories (speaking in noisy environments and clearing the throat) as unhealthier vocal health behaviors (p. 17). Interesting to note, previous studies by Hackworth (2009, 2010), revealed early career and pre-
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service teachers rated drinking water and warming up the voice significantly higher than did late career teachers. This may be due in part that newer teachers (vocalists in particular) are coming out of voice lessons and vocal training programs and may be more sensitive to vocal health practices.
Healthy vocal habits include eating a balanced diet, limiting caffeine and alcohol consumption, and warming up the voice before engaging in vocally demanding activities (Ferreira et al., 2010; Hackworth, 2009; Hackworth, 2010). Good vocal health habits encompass five basic practices: vocal hydration, vocal rest, adequate sleep, moderate use of the voice when sick, and minimal throat clearing (Bovo et al., 2006; Van Houtte et al., 2011). Drinking adequate amounts of water hydrates the vocal folds, contributes to overall general health, and helps minimize throat clearing. Vocal rest includes minimal use of the voice when sick, especially if you are suffering from laryngitis. Sufficient sleep may reduce vocal fatigue and stress levels. As a teacher, developing non-verbal cues for classroom management helps avoid undue vocal stress and allows for vocal rest (Bovo et al., 2006). Building strategies for allowing vocal rest throughout the day will help teachers maintain vocal health. Developing good vocal health practices may take time, but are worth the long-term benefits.
Conclusion
Consider refreshing your voice education by attending a vocal health seminar such as the annual Vocal Symposium and Vocal Arts Festival at the University of Missouri, the University of Toronto Voice Symposium, or vocal health conferences provided through
the National Center for Voice and Speech. Attending presentations by vocal health experts and professional voice users provides a wealth of vocal health information to add to your current voice habit routine. By engaging in mindful awareness of vocal health behaviors, addressing factors that cause vocal stress, and nurturing healthy vocal habits, you may “find your voice” and enjoy a long, satisfying career as a professional voice user and music teacher.
References
Bovo, R., Galceran, M., Petruccelli, J., & Hatzopoulos, S. (2007). Vocal problems among teachers: Evaluation of a preventive voice program. Journal of Voice, 12, 705-722.
doi:10.1016/j.jvoice.2006.07.002
Ferreira, L. P., de Oliveira Latorre, M. R. D., Giannini, S. P. P., de Assis Moura Ghirardi, A. C., de Fraga e Karmann, D., Silva, E. E., & Figueira, S. (2010). Influence of abusive vocal, habits, hydration, mastication, and sleep in the occurrence of vocal symptoms in teachers. Journal of Voice, 24, 86-92. doi:10.1016/j. jvoice.2008.06.001
Hackworth, R. S. (2007). The effect of vocal hygiene and behavior modification instruction on the self-reported vocal health habits of public school music teachers. International Journal of Music Education, 25, 20-30. doi:10.1177/0255761407074889
Hackworth, R. S. (2009). Vocal hygiene perceptions of experienced and preservice music teachers. Journal of Music Teacher Education, 18(2), 74-88. doi:10.1177/105708330869
see Williams Phelps p. 45 MISSOURI SCHOOL MUSIC| Volume 68, Number 3
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