This study examines the link between performance opportunities and success in the undergraduate vocal performance major. Since the degree program often requires few performances, most of these opportunities must be viewed as extra curricular. As the serious undergraduate singer strives to maintain balance between success and failure, performing becomes paramount to progress. Important to the study is defining ‘success’ and the author provides justification of this through guidelines set forth by the National Association of Schools of Music. The author discusses various outlets for performance that the young singer encounters. From the smallest solo in a choral ensemble to summer programs abroad, detailed cases are presented in context of how these instances aid the student in achieving success. A separate chapter is devoted to performance anxiety and other problems that impede progress. Through data compiled from a survey and interviews of undergraduate singers and those students who have completed an undergraduate degree within the last eight years, the author provides statistical information for the study. Tables showing the results of the survey provide visual aids to support the data. Accompanying appendices include a sample survey and respondents’ short answers from the survey.
|Commitee:||Hubbert, Julie, Kompass, Lynn, Stallard, Tina|
|School:||University of South Carolina|
|School Location:||United States -- South Carolina|
|Source:||DAI-A 72/08, Dissertation Abstracts International|
|Subjects:||Music, Music education|
|Keywords:||Curriculum, Extracurricular activities, Opportunity, Performance, Performance opportunity, Vocal|
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