Skill acquisition - voice training

            Notes taken while browsing through the book chapter - Verdolini, K. (1997). Principlesof skill acquisition applied to voice training. In M. Hampton & B. Acker (Eds.) The Vocal Vision: Views on voice by 24 leading teachers, coaches and directors. New York, NY; London, UK: Applause Books.

The need to know that and know how leads to the author exploring memory systems, processing modes and other skill acquisition theories as it applies to voice training. The chapter summarises the role of ‘implicit memory’ – memory without awareness which is governed by perceptual processes and requires attentional processing.Implicit memory depends on repetition, is modal and context specific .

Skill acquisition requires information about performance leading learner to form judgements  - knowledge of results (KR). Guidelines include:

To be able to multiskill, consistent responding is required during training – that is a newly learnt task may not be easily performed when distraction occurs but once learning is embedded, the newly learnt task becomes ‘automated’. To generalise a skill, variable practice (i.e. practice is completed across a range of task expectations.

In teaching, it is important for the teacher to direct the student’s attention to the body in general, then to the specific body part. The teacher needs to model the behaviour and sometimes manipulate the student to help the student attain the required position, stance etc. The teacher needs to tell the student what to do clearly and succinctly.