Image, imagination, and reality: on effectiveness of introductory work with vocalists

Fifty-four sung tokens, each consisting of eight images were generated with the help of magnetic resonance imaging (MRI) technique to demonstrate the work of intrapharyngeal muscles when singing and speaking, and to help the educational process. The MRI images can be used as a part of a visualization feed-back method in vocal education and contribute to creation of proper mental images. The use of visualization (pictures, drafts, graphs, spectra, MRI images, etc.), along with mental images, facilitates simplification and acceleration of the process of understanding and learning how to master the basics of vocal technique, especially in the initial period of study. It is shown that work on muscle development and use of imagination should progress with close interaction between the two. For higher effectiveness and tangible results, mental images used by a vocal pedagogue should correspond to the technical and emotional level of a student. Therefore, mental images have to undertake the same evolution as articulation technique-from simplified and comprehensible to complex and abstract. Our integrated approach suggests continuing the work on muscle development and use of imagination in singing classes, employing the experience of voice-speech teachers. Their exercises are modified using the empirical method and other techniques developed creatively by singing teachers. In this method, sensitivity towards the state of the tissues becomes increasingly refined; students acquire a conscious control over the muscle work, students gain full awareness of both sensation and muscle activity. As a result, a complex of professional conditioned reflexes is being developed. A case study of the New Zealand experience was conducted with groups of Maori and European students. Unique properties and trends in the voices of Maori people are discussed.