Duration
30h Th, 30h Pr
Number of credits
| Master en logopédie, à finalité spécialisée | 6 crédits |
Lecturer
Substitute(s)
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course unit focuses on the assessment and management of singing voice disorders and trans-affirming voice care. It covers the following topics in particular:
Singing voice
- singing voice motor behaviour: voice covering, resonance, breathing, vocal mechanisms, and mixed voice;
- semi-occluded vocal tract exercises, particularly straw phonation;
- vibrato: definitions, acoustic parameters, physiological mechanisms, and variations;
- vocal registers and laryngeal mechanisms M0 to M3;
- vocology applied to the singing voice and collaboration among singing teachers, speech and language therapists, and physicians;
- Singing Voice Therapy and the assessment of its effects;
- the diversity and classification of singing voices according to tessitura, vocal range, breadth, and timbre;
- the technical and aesthetic characteristics of different singing styles.
- trans-affirming voice care: vocal identity, agency, feminisation, masculinisation, and the ability to alternate between vocal behaviours;
- motor learning, autonomy, and the transfer of acquired skills to everyday situations.
Learning outcomes of the learning unit
By the end of the course unit, students should be able to:
Singing Voice
- describe the main physiological and acoustic mechanisms of the singing voice;
- distinguish between laryngeal mechanisms, registers, vocal qualities, and aesthetic categories;
- explain the concepts of voice covering, mixed voice, vibrato, tessitura, vocal range, and timbre;
- analyse a singing performance using perceptual, functional, and acoustic criteria;
- recognise the diversity of singing voices and the main vocal classification categories;
- understand how breathing, resonance, articulators, and tension influence singing voice production;
- identify the main conditions that may affect the singing voice and the signs warranting referral to a specialist;
- distinguish between the roles of the singing teacher, speech and language therapist, and physician;
- understand the principles and indications of Singing Voice Therapy;
- select and adapt vocal exercises according to specific goals and individual responses;
- understand the relationships among voice, identity, communication, and social context;
- adopt a respectful, individualised, and trans-affirming approach;
- integrate scientific evidence, clinical expertise, and the individual's experience into clinical reasoning;
- foster autonomy, automaticity, and the transfer of acquired vocal skills.
Prerequisite knowledge and skills
The prerequisite for this course unit is LOGO 0019. The following knowledge and skills are recommended:
- basic knowledge of the anatomy and physiology of the vocal apparatus;
- an understanding of respiration, phonation, articulation, and resonance;
- a basic understanding of voice acoustics;
- general knowledge of vocal mechanisms and the main voice disorders;
- basic knowledge of speech and language therapy assessment and clinical reasoning;
- the ability to observe, listen to, and describe vocal production;
- the ability to read and understand scientific publications.
Planned learning activities and teaching methods
The course is based on an interactive and progressive approach designed to foster the acquisition of the targeted competencies.
Depending on the time available, the group's availability, and the audience's level of engagement, learning activities may include:
- lectures supported by slide presentations;
- listening to and analysing examples of singing voices;
- analysing vocal productions, spectrograms, and clinical situations;
- demonstrations and practical exploration of vocal adjustments;
- exercises focusing on breathing, resonance, registers, vibrato;
- activities involving the discrimination and classification of singing voices;
- critical analysis of different terminologies and teaching approaches;
- case studies and discussions concerning therapeutic indications;
- analysis of patient testimonials and patient-reported outcomes;
- discussions on professional boundaries and interdisciplinary collaboration;
reflection on vocal "norms," identity, and individualised care.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Course materials include:
- the slide presentations used during the sessions;
- audio and audiovisual examples of singing voices;
- acoustic, physiological, and laryngeal representations;
- case studies and patient testimonials;
- scientific articles on vibrato, vocal registers, vocology, Singing Voice Therapy, and trans-affirming voice care;
- books and resources on the singing voice, breathing, and vocal pedagogy.
Exam(s) in session
Any session
- In-person
written exam
Further information:
Spelling rules: Good command of French is essential for professional practice in speech therapy. If your assignment/report contains more than 5 spelling mistakes (usage and/or grammar), you will automatically receive a failing grade (5/20) in the first session and will need to resubmit it in the second session. In the second session, if your work still contains more than 5 mistakes, 2 points will be deducted from your final course grade (/20).
Assessment may cover the theoretical and practical components of the course unit, as well as participation in the proposed activities.
Open-ended questions will be prioritised to enable students to demonstrate their understanding of the concepts taught more fully.
Assessment criteria may include:
- breadth and accuracy of knowledge;
- understanding of physiological and acoustic mechanisms;
- the ability to distinguish between vocal concepts, terminology, and categories;
- the quality of perceptual listening and analysis of a singing performance;
- the relevance of clinical reasoning;
- the appropriateness of the exercises or referrals proposed for the situation;
- the ability to recognise the limits of the speech and language therapist's scope of practice;
- consideration of the individual's needs, comfort, and preferences;
- the quality of the reasoning and clarity of expression;
- active participation in practical activities and discussions.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Angélique Remacle
Antoine Henrotoin (Practicals)
Dominique Morsomme