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บทคัดย่อ
The purpose was to compare definitions and descriptions of primary terms for teaching breathing in textbooks of two periods. A review of literature suggested: (a) controversy in approaches and terms used to teach breathing; (b) differences in breathing terminology; (c) standardization of terminology is important for some but not others; (d) researchers seek clarification; and (e) terminology affects vocal production.
Thirty-five texts from 1900-1910 and 23 texts from 1970-1990 were analyzed using a historical/qualitative approach, comparing terms and definitions.
Control was the major term 1900-1910, involving one, two, or three muscle groups; muscular balance was an important concept. Effort included freedom vs. rigidity and efficiency vs. capacity. For some, nature must be trained; for others, nature should be obeyed. Automatic control was equated with artistic singing. Other primary terms included: (a) breath support, (b) breath management, (c) vocalized breath, (d) natural breathing, (e) appoggio, (f) inspiration-expiration, and (g) respiration. Some pedagogues had no central term, and one was anti-control.
There was variance in contemporary terms, yet agreement about concepts. Support/control concurrently were primary terms. Support/control involved two, three, or four muscle groups; balance was also important, although concepts were different, as with effort. Nature should be trained; automatic control indicated artistic singing. Other primary terms included: (a) support, (b) control (separately), (c) support/control/management, (d) management (separately), (e) pressure, (f) appoggio, and (g) energy. One pedagogue had no central term; one was anti-control and anti-terminology.
Terms from both periods are compared with Reid's (1983) A Dictionary of Vocal Terminology. Appoggio is suggested for teaching, as are learning style and student inventories. Future research suggests historical/comparative and qualitative studio studies.
