Vocal Performance Teaching And Learning In Cape Coast Metropolis Senior High Schools

Abstract

It is a worldwide common knowledge that every ‘normal’ human being can sing. But singing has become an art that requires professional training, techniques, and skills. The primary concern of this study is to explore the impact of the teachers’ instructional methods in vocal performance studies on senior high school music voice students’ singing in order to create awareness of vocal music instructional procedures necessary for training the voice students in the Cape Coast Metropolis. The study employed stratified sampling, simple random sampling, and purposive techniques in choosing a school and participants (students and teachers) respectively. Four senior high schools were selected for the study. Convenience sampling is utilized in selecting WAEC examiners. Questionnaire, interview, observation and field notes were used to collect data from 144 voice students and five teachers, and three examiners in addition to The Chief Examiner. The findings revealed that rote approach/technique is main method music teachers used in teaching vocal performance studies. It was also discovered that attention is not paid to the necessary vocal practices such as integrating scientific concepts, the use of descriptive language, teacher demonstration, coordination of vocal register and many other essential concepts critical for developing the students’ singing voices. The teachers’ mode of directing the students on breathing suggested they had little knowledge in the breathing techniques. Additionally, enough vocal activities that would help develop the students creatively, artistically, and vocally were not employed in the vocal performance classroom. Inasmuch as vocal performance teaching and learning is concerned, “rote teaching” would not be enough for an effective vocal performance learning outcome.