First Advisor
Moore, Charles
Second Advisor
Casey, Brian
First Committee Member
Krämer, Reiner
Second Committee Member
Talbot, Chris
Degree Name
Doctor of Arts
Document Type
Scholarly Project
Date Created
12-2025
Department
College of Performing and Visual Arts, Music, Music Student Work
Abstract
Modern diction pedagogy in university vocal performance education largely depends on a combination of International Phonetic Alphabet transcription study and the application of those systems to Western-Classical vocal repertoire. However, recent research in related fields suggests we may be able to expand our diction teaching methods to better meet the needs of our students. Using a combination of second-language pedagogic principles, folksong structure, self-efficacy concepts, modeling structures, and ethnomusicological perspectives on classroom culture, I have drafted a French diction course that should improve not only students’ performance within university vocal music education, but also students’ confidence in their ability to handle French- language repertoire in their professional lives.
Abstract Format
html
Disciplines
Ethnomusicology | Music Education | Music Pedagogy
Language
English
Extent
28 pages
Rights Statement
Copyright is held by the author.
Digital Origin
Born digital
Sample Assessments
Larcqua capstone syllabus.pdf (68 kB)
Syllabus
Recommended Citation
Larcqua, Jake, "Ethnomusicologically Augmented French Diction Course" (2025). Doctoral Capstones & Scholarly Projects. 157.
https://digscholarship.unco.edu/capstones/157