Title: Strengthening Learning through Interdisciplinary Collaboration
Category: Voice
Sciences/Disorders
Authors: Lynette
R. Goldberg, PhD, CCC-SLP, Communication Sciences and Disorders
Nancy M. Dion, MS, PA-C,
Physician Assistant Studies Department
Sheila M. Gordon, MFA,
Theatre and Dance Department
Cheryl A. Hellmann, MA,
Department of Media, Journalism and Film
Abstract
This paper details an
innovative, interdisciplinary approach to the study of vocal fold physiology in
relation to vocal expression in performance. Students in Communication Sciences
and Disorders and Theatre and Dance performed Shakespearean monologues and
evaluated seven parameters of vocal production in these performances through
perceptual analysis. This perceptual analysis followed students’ participation
in a series of collaborative laboratory sessions emphasizing the use of
flexible fiberoptic endoscopy to learn about laryngeal and vocal fold
physiology. Additional visual aids included videotapes, medical images,
articles and a model of the vocal tract.
Pre- and post-testing
documented significant increases in knowledge and understanding of vocal fold
physiology and optimal voice use for both groups of students. Overall, both
groups of students responded similarly to the perceptual analysis of vocal
parameters in 10 randomly presented monologues. The one parameter in which
significant group differences were evident was vocal inflection. The Theatre
students were more critical in their perceptual evaluation of this parameter.
These results and an analysis of students’ reflective comments support this
collaborative interdisciplinary approach to facilitate students’ understanding
of the structure and function of the vocal mechanism and optimal voice use.
The Study and its Development
In this pilot study,
15 students in Communication Sciences and Disorders (CSD) and 15 students in
Theatre and Dance (THE) were brought together for six laboratory sessions over
the course of one 16-week semester.
These laboratory sessions began by filming the students reciting one-minute
Shakespearean monologues and having them complete a test to assess their
knowledge of pharyngeal and laryngeal anatomy and physiology. Students then
participated in an interdisciplinary lecture on vocal tract anatomy and
function. In subsequent sessions, students
were given the opportunity to participate in fiberoptic endoscopic examinations
and thus to visualize pharyngeal and laryngeal anatomy and see it in action.
The fiberoptic assessment protocol suggested by
The idea for this
study began from a conversation. Faculty from Communication Sciences and
Disorders and Theatre and Dance were sharing frustrations about finding the
best ways in which to facilitate students’ understanding of the structure and
function of the voice and how to use the voice optimally. The following questions arose: “What if we
worked together? Would sharing perspectives from our different disciplines
enhance learning? How could we measure
the students’ learning about voice production and their perceptions of the
experience?”
In a traditional
pedagogical approach, teachers impart knowledge that is discipline-specific and
students learn about a subject from an accurate, but potentially narrow,
perspective. Frequently, the same subjects are taught in several different
disciplines. We were not thinking that
it would be appropriate or practical to combine entire courses across
disciplines. However, we were interested
to see if students’ learning of information could be enhanced and strengthened
by interdisciplinary collaboration when the subject was one that had content
shared by the different disciplines, e.g., Voice
Disorders being taught in CSD and Voice
for the Stage being taught in Theatre and Dance. We hoped that learning
about the voice from multiple perspectives would enable both students and
faculty to appreciate the different “languages” and diversity of styles from
the “culture” of each separate discipline. As the idea took shape, we learned
that voice disorders also were addressed in the Physician Assistant Studies
program. Further, effective voice production was an important issue for
students involved in Media, Journalism and Film. Two additional faculty
members, one from each of these departments, were invited to participate. Our
“multicultural” team thus consisted of faculty from the fields of Communication
Sciences and Disorders, Medicine, Theatre and Dance, and Media, Journalism and
Film. Together with students from CSD and Theatre and Dance, we worked together
for an entire semester to share our individual skills, insight, expertise, and
perspectives and develop a comprehensive approach to teach each other and the
students about an area we each had previously addressed individually.
Outcomes
The effectiveness of
this interdisciplinary and multicultural experience was measured in three ways:
through each student’s (a) pre- and post-test scores, (b) perceptual analysis
of the 10 randomly-selected monologues, and (c) comments in conversations and on
reflective questionnaires regarding his/her experience. A statistical analysis
of each group’s pre- and post-test scores showed that both CSD and Theatre and
Dance students understood significantly more about vocal fold physiology and
optimal voice use at the end of the study. The use of the 9-point analog scale
to measure varying vocal parameters appeared valuable. At the beginning of the
study, the faculty member in Theatre and Dance was unfamiliar with this rating
scale. Both she and the students in Theatre and Dance found it helpful in
facilitating their ability to differentiate and rate the various vocal
parameters. CSD students were familiar
with the scale in applying it to the voices of adults with voice disorders.
Applying it to typical, non-disordered voices was a valuable and initially
difficult task for these CSD students.
In addition to the
quantitative data gained from the statistical analyses of the pre- and
post-tests and perceptual ratings, valuable and complementary qualitative
information was obtained from the reflective comments made by students during
conversations and documented on a series of reflective questionnaires. Examples of students’ insights with regard to
the structure, function and optimal use of the voice included the following:
I now know a lot more about my
own obstacles in vocal production. I do
things with my voice that I never realized I did. Viewing the actual movement of the laryngeal
system helped me appreciate its size and muscular involvement.
It was amazingly informative to
watch the endoscopies. To see the workings of the voice from a medical
standpoint gave me a clearer idea of what was happening and what I was trying
to do with my voice.
Well, now that I understand what
to do, I have been working on using breath support to sustain vocal support
through the fluidity of phrases. I’m trying to open up in the chest area and
become more comfortable with my voice as it is, and not change it to make it
sound, what I thought, was more pleasing.
As a performer, my voice is one of my greatest tools. I need
that tool working properly and now understand so much better what to do to keep
it that way.
The voice is something that is
truly valuable and I am making changes to keep it healthy and not abuse it.
Additional insights
highlighted the value of the interdisciplinary approach:
It was good to have different
perspectives, because the theatre students asked a lot of very good questions
that I wouldn’t have thought of.
To really appreciate the words
and do them justice.
The interaction of students can
bring about new ways of learning. The
terminology used by the theatre students may be closer to what typical adult
clients would use. And, I have a hunch
the theatre students could work up performance pieces that would help make
learning memorable.
One final comment
from a CSD student illustrated the additional positive effect of the
collaborative sessions on overall communication. She stated:
I saw myself in the video and
realized that I am not a very good speaker.
I saw how well students in the Theatre class spoke and I see how
important communication is, how much I can improve, and what I can do to
achieve this.
A detailed discussion of the results of this study is presented in Goldberg et al. (2005). As a result of the positive experience and outcomes, we advocate a move away from the traditional teaching approach illustrated in Figure 1 to an approach where knowledge and skills that are relevant to a particular subject can be shared and discussed from a variety of perspectives, as shown in the model presented in Figure 2.
Phonetics
As mentioned before, we do not suggest that entire courses,
such as Voice Disorders (in
Communication Sciences and Disorders) and Voice
for the Stage (in Theatre and Dance), can be combined across disciplines.
Clearly, there is much content in each course that needs to remain
discipline-specific. However, when the content of such courses is common to
both disciplines, such as exploring the anatomy and function of the vocal
tract, then the collaborative interdisciplinary approach that we used in this
pilot study appears warranted. Logistical issues prevented the inclusion of
students from Physician Assistant Studies and Media, Journalism, and Film in
this study. To facilitate future collaborative work, it will be important to
ensure that courses in the different disciplines are scheduled at the same
time. This scheduling change will enable all involved students to meet and work
together when this is appropriate. This collaborative interdisciplinary
approach to teaching and learning will enable faculty and students to
understand an area from multiple perspectives, be aware of the language
(terminology) each discipline uses, and expand the ways in which student
learning can be measured. In addition to enhancing the education of students in
Communication Sciences and Disorders, the model for such an approach would appear
applicable to many groups of speech and language disorders and a variety of
service settings.
References
Goldberg,
L.R., Gordon, S.M.,
Myers,
F.M.,
Rees,
M (ed) (2005). Shakespeare around the
globe and other contemporary issues in professional voice and speech training.