The first official resource on Estill Voice Training available to the general public, this book explores the scientific foundation of the Estill Voice Model with basic anatomy & physiology for each Figure, translation of the Estill terminology for the artist and clinician, and significance for vocal living and performance. With sources from world-renowned voice researchers and Jo Estill herself, this book is an essential part of any voice library.
PDF The Estill Voice Model Theory And Translation
True Vocal Folds: Body-Cover Control: The 'body-cover theory' of vocal fold structure was introduced by Hirano in 1977.[38] This figure demonstrates the controlled use of the vocal folds in four body-cover configurations: on the thick edge, on the thin edge, in a stiff mode, or in a slack mode.[29][8][39] These body-cover configurations change or modify the vibratory modes of the true vocal folds and, within the dynamical system of the human voice, effect the intensity of the sound produced and contribute to what are commonly labeled as the different human vocal registers.[40] This figure was formerly known as vocal fold mass.[7][2]
Torso Control: Torso anchoring stabilises the body and breath.[53][54] Gillyanne Kayes writes, 'Techniques for anchoring the tone have been described over the centuries by singers and teachers under a variety of names: support, singing from the back, singing from the neck, appoggiare, rooting, grounding and connecting the voice. In the Estill training model, I believe these techniques have been correctly identified as postural anchoring.'[55]
The literature suggests that telepractice is an appropriate service delivery model for aphasia, autism, childhood speech and language disorders, dysphagia, Parkinson's disease, primary progressive aphasia, stuttering, traumatic brain injury, and voice (McGill et al., 2018; Sutherland et al., 2018; Wales et al., 2017; Weidner & Lowman, 2020). Most studies have primarily used synchronous delivery through videoconferencing with asynchronous information offered as supplement and a way to validate what was observed through synchronous methods. Related to voice telepractice, the literature has focused on voice treatment for patients with Parkinson's disease, muscle tension dysphonia, vocal fold nodules, and other types of voice disorders. Related to patients with Parkinson's disease, studies have investigated the Lee Silverman Voice Treatment through videophone, Skype, and other multimedia videoconferencing. Results demonstrated improvements in voice and speech-related outcome measures from pretreatment to posttreatment and no differences in treatment outcomes across in-person and videoconferencing (Constantinescu et al., 2011; Howell et al., 2009; Theodoros et al., 2016; Tindall et al., 2008). Rangarathnam et al. (2015) compared synchronous videoconferencing and in-person voice therapy for patients with muscle tension dysphonia and found that perceptual and quality-of-life (QOL) measures were significantly better at posttreatment for both groups. Fu et al. (2015) delivered intensive voice therapy (i.e., eight sessions over 3 weeks) via videoconferencing to 10 women with vocal nodules and found significant improvements in acoustic, perceptual, and QOL measures as well as nodule size at posttreatment, mirroring the outcomes in a separate in-person study. In Mashima et al. (2003), participants with a variety of voice disorders completed either videoconferencing telepractice sessions or in-person sessions. Results indicated positive treatment effects with no difference between the telepractice and in-person treatment groups. In Lin et al. (2020), elderly participants with benign voice disorders completed voice therapy either in-person or through telepractice. Voice Handicap Index (VHI)-10 results and other acoustic outcome measures demonstrated comparable improvements from pre to post for both in-person and telepractice.
Second, no studies have investigated a telepractice model for the prevention and treatment of voice disorders in professional voice users, who depend upon their voice for work. Teachers are professional voice users who are regularly confronted with voice problems. Estimates indicate anywhere from 11% to 38% of teachers (i.e., 407,000 to 1.4 million) are impacted (Roy et al., 2004; Thibeault et al., 2004). Starting early by training student teachers may be our best defense for preventing future voice problems. Student teachers are an ideal population for study because of access to synchronous and asynchronous telepractice methods through university-offered learning management systems (e.g., Desire2Learn [D2L]) and no professional opportunity for development of a voice problem, therefore, offering a clear analysis of prevention. The literature indicates that voice problems often develop in student teachers (Grillo & Fugowski, 2011; Ohlsson et al., 2016; Thomas et al. 2006) and student teachers also reported a high prevalence of voice complaints as compared with same-age peers who were not teaching (Taylor et al., 1998). In fact, results of a recent survey indicated that 47% of physical education student teachers knew about the vocal demands of teaching and 29% anticipated that they would develop a voice problem from teaching (Grillo & Brosious, 2019). Student teachers who completed an in-person vocal training program may benefit from a preventative effect (Ohlsson et al., 2016; Richter et al., 2016). Such in-person programs have included large group workshops with small group voice therapy (Bovo et al., 2007), vocal training and vocal hygiene (Timmermans et al., 2011, 2004, 2005), vocal hygiene only for vocally healthy student teachers (Nanjundeswaran et al., 2012), and vocal hygiene with vocal training for student teachers with existing problems (Nanjundeswaran et al., 2012). The current study addressed this gap by creating and testing an online telepractice model that included vocal education, hygiene, and training for vocally healthy student teachers from the following education programs: early grades (prekindergarten to fourth), middle grades (fifth to eighth), secondary grades (ninth to 12th), special education (kindergarten to 12th), music education (kindergarten to 12th), and health and physical education (kindergarten to 12th). During fall, the participants completed either the treatment or the control condition, and by spring, the participants were student teaching for 14 weeks in a school. Student teaching involves working with a cooperating professional teacher and leading all teaching activities 5 days a week. 2ff7e9595c
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