TEACHING VOCAL PERFORMANCE TO NINTH-GRADE STUDENTS OF A SPECIALIZED ART SCHOOL: OPPORTUNITIES FOR EXPANDING VOCAL RANGE THROUGH THEORETICAL KNOWLEDGE

Abstract

This article examines the opportunities for expanding vocal range through the transmission of theoretical knowledge in teaching vocal performance to ninth-grade students of a specialized art school. It considers the role of theoretical knowledge about the changes in the vocal apparatus during adolescence (mutation), breathing, articulation, resonators, and vocal registers in expanding the range safely and consistently. The article outlines ways of consciously selecting vocal exercises, integrating theoretical knowledge with practical exercises, and observing vocal hygiene, taking into account students’ age and physiological characteristics. It also substantiates that a conscious approach fosters in students a culture of independent practice, the skill of monitoring vocal quality, and artistic expressiveness.