Are Music Therapists at Risk for Voice Problems? Raising Awareness of Vocal Health Issues in Music Therapy
Are Music Therapists at Risk for Voice Problems? Raising Awareness of Vocal Health Issues in Music Therapy
复制标题
音乐治疗师是否面临嗓音问题的风险？
DOI：
10.1093/mtp/26.1.46
复制
发表时间：
2008
影响因子：
1.2
通讯作者：
Rebecca L. Engen
中科院分区：
文献类型：
--
作者：
Sharon R. Boyle;Rebecca L. Engen
摘要：音乐治疗是一个对声音要求很高的职业。这篇文章的目的是在我们的职业中提高对可能导致声音紧张或滥用的生理，环境和个人因素的认识。在广泛的文献综述和数据库检索中，没有发现关于音乐治疗师中声乐健康问题流行率的文章。然而，这是合乎逻辑的，与音乐治疗师所面临的日常声乐需求，他们可能会面临声乐问题的风险。本文确定了一些影响声乐健康的环境和习惯因素。音乐治疗师和其他专业的声音用户，如教师的患病率，因果因素和治疗方式是已知的声音需求和工作环境之间的相似之处。希望通过提高认识，遇到声音困难的音乐治疗师将更有可能寻求医疗援助，并考虑可能对他们的声音健康构成风险的习惯和环境。在音乐治疗领域，有大量的文献涉及打击乐、吉他和钢琴的使用。虽然器乐和声乐即兴创作已经成为可行的音乐治疗方法和技术，但一个很少接触的领域是声乐健康对音乐治疗师的作用。许多学生只接受了大学课程所要求的最低量的语音训练。因此，这些相同的学生可能会收到很少或根本没有指导声乐健康问题，可能会出现一旦他们作为一个专业的音乐治疗师工作。在教师职业和其他需要高水平发声的职业中，个人的发声问题也会出现（Koufman，1999; Voice Academy，2003 e）。音乐治疗师也不能幸免于这些问题。即使是那些有几年应用声乐学习的学生，一旦进入专业领域，也会出现声乐问题。作为音乐治疗教育工作者，我们已经观察到声乐健康问题出现在我们的学生在音乐治疗实地考察，实习期间，并进入专业领域。这些问题既影响了那些声称声音是主要研究工具的人，也影响了那些声称声音是次要工具的人。在传统的声乐教师中，似乎很少或根本没有意识到音乐治疗学生的声乐要求和需求。此外，许多与会者在我们的国家，地区和国家音乐治疗会议演示文稿，从学生到经验丰富的专业人士，都讨论了自己的声乐斗争和临床挑战，并表示渴望更多关于这个话题的信息。目前美国音乐治疗协会（AMTA）（2004）的专业能力解决了入门级实践所需的声乐能力/技能如下：1。音乐理论与历史1.3全音阶和半音组成的视唱旋律6.声乐技巧6.1.1领唱小组用声音唱歌6.1.2用适当的音量（响度）进行声乐交流6.1.3唱一首传统，民间和流行歌曲的基本曲目，具有令人愉快的质量8。即兴创作技巧8.2.1以不同的情绪和风格即兴创作和发展原创旋律、即兴曲和短曲，包括声乐和乐器演奏（第27页）显然，AMTA非常重视音乐治疗师对声音的使用。虽然AMTA的专业能力概述了在各种能力中使用声音，但学校的课程可能差异很大，从而影响每个音乐治疗师对声乐健康问题的认识水平。对不攻读声乐表演并行学位的学生的本科要求不一定解决对声音的生理理解或护理，但声音是音乐治疗师临床工作的主要工具。…
ABSTRACT: Music therapy can be a vocally demanding profession. The purpose of this article is to raise awareness within our profession of the physiological, environmental, and personal factors that may lead to vocal strain or abuse. In an extensive literature review and database search, no articles were found on the prevalence of vocal health issues among music therapists. However, it is logical that with the daily vocal demands faced by music therapists, they may be at risk for vocal problems. This article identifies some of the environmental and habitual factors that influence vocal health. Parallels are drawn between the vocal demands and working environments of music therapists and other professional voice users such as teachers for whom prevalence, causal factors, and treatment modalities are known. It is hoped that by raising awareness, music therapists experiencing difficulty with their voices will be more likely to seek medical assistance and consider the habits and surroundings that may pose risks to their vocal health. There is a great deal of literature that addresses the use of percussion, guitar, and piano in the field of music therapy. Though instrumental and vocal improvisation have emerged as viable music therapy approaches and techniques, an area that has had little exposure is the role of vocal health for the music therapist. Many students receive only the minimum amount of voice training required by their collegiate program. As a result, these same students may receive little or no guidance in vocal health issues that can arise once they are working as a professional music therapist. Vocal problems develop for individuals in the teaching profession as well as other vocations that require a high level of voice use (Koufman, 1999; Voice Academy, 2003e). Music therapists are not exempt from these problems. Even those students with several years of applied vocal study can develop vocal problems once they enter the professional realm. As music therapy educators, we have observed vocal health issues arise for our students in music therapy fieldwork, during internship, and into the professional world. These issues have affected both those who claim the voice as a primary instrument of study as well as those who claim it as a secondary instrument. There appears to be little to no awareness about the vocal demands and needs of music therapy students among conventional voice instructors. In addition, many attendees at our state, regional, and national music therapy conference presentations, who have ranged from students through seasoned professionals, have discussed their own vocal struggles and clinical challenges and have expressed eagerness for more information on this topic. The current American Music Therapy Association (AMTA) (2004) professional competencies addressed the vocal ability/ skills required for entry-level practice are as follows: 1. Music Theory and History 1.3 Sight-sing melodies of both diatonic and chromatic makeup 6. Voice Skills 6.1.1 Lead group singing by voice 6.1.2 Communicate vocally with adequate volume (loudness) 6.1.3 Sing a basic repertoire of traditional, folk, and popular songs in tune with a pleasing quality 8. Improvisation Skills 8.2.1 Compose and develop original melodies, accompaniments, and short pieces extemporaneously in a variety of moods and styles, vocally, and instrumentally (p. 27) Clearly, the AMTA places a major emphasis on the use of voice by music therapists. While the AMTA professional competencies outlined the use of voice in various capacities, curriculum in schools can vary greatly thus impacting the level of awareness about vocal health issues for each music therapist. Undergraduate requirements for students not pursuing a concurrent degree in vocal performance do not necessarily address physiological understanding or care of the voice, yet the voice is a primary instrument in a music therapist's clinical work. …