Effectiveness of Vocal Training Techniques in School-Aged Drama Students

Abstract

The purpose of this study was to determine whether vocal hygiene education and direct vocal training would impact student self-reported preparedness for using voice for performance. A single-group, pretest-posttest research design was used. Twenty-three drama students in middle and high school participated in a 1-hour vocal training workshop, which included vocal hygiene education and vocal training for performance. Changes in student self-reported preparedness for using voice for performance were examined following participation in the workshop. Data analysis involved comparison of pretest and posttest responses to a novel questionnaire. Participants demonstrated a statistically significant increase in self-reported preparedness for using voice for performance following participation (P<.001, d=2.40), as measured by mean increase in survey scores. Additionally, significant group differences were found by grade level and report of prior vocal training. School-aged drama students appear receptive to direct vocal training and vocal hygiene education, with significant gains in self-reported preparedness for using voice for performance observed following intervention.