About the Author
Kenneth Bozeman, Professor of Music, tenor, holds performance degrees from Baylor University and the University of Arizona, and subsequently studied at the State Conservatory of Music in Munich on a Rotary fellowship. He is chair of the voice department at Lawrence University, where he has received two awards for excellence in teaching. He was awarded the Van Lawrence Fellowship by the Voice Foundation in 1994 for his interest in voice science and pedagogy and is the chair of the editorial board of the NATS Journal of Singing. His former students have sung with Houston Grand, Boston Lyric, Opera Colorado, Washington, Wolf Trap, Seattle, Deutsche Oper Berlin, San Francisco, New York City Opera, the Metropolitan, and Santa Fe Opera.
About His Recent work: Practical Vocal Acoustics
Voice teachers have been addressing vocal acoustics in some manner for as long as there has been voice instruction. Given the history of excellence in singing, singers, and teachers, the historic
empirical approach clearly has had success. However, our scientific knowledge about and understanding of vocal acoustics has grown exponentially in the last sixty to eighty years, and will certainly continue to be refined by the growing number of ongoing collaborations between voice scientists and voice teachers interested in voice science. With sophisticated yet inexpensive sound analysis technology now widely available, more voice teachers are curious about its potential value for the studio, and are seeing the need to understand and be well-informed about the acoustics of vocal registration at the very least, as a means to more efficient pedagogy, but also as an essential element of voice pedagogy courses.
This book represents an attempt to distill from the science of vocal acoustics those factors that are essential for teachers at the beginning of the twenty-first century to understand, that are most likely to be productive for improving our pedagogic efficiency, and to present them in language that is generally accessible. It also aspires to contribute to more productive, mutually respectful and beneficial conversation between the pedagogic and scientific communities.