The process of pedagogically analysing selected Afrikaans art songs to facilitate vocal development in classical voice students

Ten Afrikaans art songs were analysed from a pedagogical perspective to demonstrate their practical application as teaching tools for addressing principles of vocal technique in classical voice students. The processes of this study are framed within evidence-based voice pedagogy (EBVP) and practice knowledge. EBVP consists of three pillars, namely teacher experience, voice research, and student needs. My accumulative experience as a South African-born Afrikaans mother-tongue soprano, vocal pedagogue, and classical voice lecturer enabled me to draw from my practice knowledge and experiences. At the same time, I also relied on existing literature to create a sturdy theoretical foundation for the study. Even though no participants were involved, student needs were considered by providing numeric patterns for vocal exercises that could equip them to create vocal exercises from their repertoire.The pedagogical analyses were conducted by analysing each song systematically according to a qualitative content analysis. The structure of the content analysis was created by combining various sources in existing voice research and literature associated with a repertoire-based approach to teaching singing with my teaching practices. During the analyses, I identified challenging vocal line patterns according to the literature-based analysis guidelines that I created for this study. The challenges were discussed at the hand of voice pedagogy literature, and corrective strategies from the literature and my teaching experiences were suggested. I translated challenging vocal line patterns from the musical material of the Afrikaans art songs into new vocal exercises for general vocal training by adding numeric patterns for easy transposition during warm-ups or cool-downs. The processes implemented in this study enable students to gain autonomy during the processes of learning repertoire. This is not only applicable to Afrikaans art songs, but also to vocal repertoire in general.This dataset illustrates aspects of the research methodology that I implemented to collect and analyse data from the sheet music of three of the ten songs in my doctoral research study.

本研究以教学法视角分析了十首阿非利卡语艺术歌曲（Afrikaans art songs），旨在论证其作为教学工具，在古典声乐学生的声乐技术原则训练中的实际应用价值。本研究的框架立足于循证声乐教学法（evidence-based voice pedagogy，EBVP）与实践知识体系，该教学法包含三大支柱：教师教学经验、声乐研究成果与学生学习需求。作为南非出生的阿非利卡语母语女高音、声乐教育家与古典声乐讲师，笔者积累的实践经验为研究提供了实践知识与一手素材；与此同时，笔者亦依托现有文献为研究搭建了坚实的理论基础。尽管本研究未涉及研究参与者，但通过为声乐练习设计可便捷转调的数字模式，兼顾了学生的学习需求，使学生能够基于自身的演唱曲目库自主创编练习曲。本研究采用质性内容分析法（qualitative content analysis）对每首歌曲进行系统化教学法分析，其分析框架结合了现有声乐研究与相关文献中的多种资源、基于曲目教学的歌唱教学法，同时融入了笔者的教学实践经验。分析过程中，笔者依据本研究自主制定的基于文献的分析准则，识别出作品中具有挑战性的声乐线条模式；随后结合声乐教学法相关文献对这些难点展开探讨，并基于文献研究与自身教学经验提出了修正策略。笔者将阿非利卡语艺术歌曲乐谱中具有挑战性的声乐线条模式改编为适用于通用声乐训练的练习曲，并添加了便于热身或放松环节转调的数字模式。本研究采用的分析流程能够帮助学生在曲目学习过程中提升自主学习能力，该方法不仅适用于阿非利卡语艺术歌曲，亦可推广至通用声乐曲目。本数据集展示了笔者在博士研究中，针对十首歌曲中的三首乐谱进行数据收集与分析时所采用的部分研究方法。