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Abstract

This writing examines the phenomenon of Vocal Fold Paresis, one of several possible neurogenic disorders of the voice, from the perspective of a professional voice user. It investigates the potential denervation of the muscles of the larynx and the constellation of symptoms, both auditory and physical, that can result from neurological injury. In addition, it examines the diagnostic process and considers possible avenues of therapeutic and surgical intervention for persons who have been diagnosed with neurogenic disorders of the voice. Finally, it suggests preventive measures that educators may take to protect both themselves and their students from voice disorder.

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  • Subject

    • Visual Arts

  • Date submitted

    19 July 2022

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  • Additional information

    • Author Biography:

      Rebecca Johnston is Associate Department Chair at the University of North Georgia, where she teaches courses in music education and pedagogy. She acts as Coordinator of Music Education, and supervises teaching interns in the field. Additionally, she advises the UNG chapter of CNAfME (Collegiate National Association for Music Education). Dr. Johnston holds the Ph.D. in Music Education from the University of South Carolina, the M.M. in Music Education from the University of South Carolina, and the B.M. in Music Education from Georgia State University. She additionally holds early childhood music certification from GIML (The Gordon Institute of Music Learning). Her fields of academic research are affective response to music, vocal pedagogy, and music curriculum and assessment, and her work is published by the internationally preeminent journal Psychology of Music. Forthcoming publications include an analysis of the impacts of education policy on the music profession, and an investigation of preference transfer in music. In addition to teaching, research, and service, Dr. Johnston continues to be an active clinician and has presented at state and national conferences across the United States. Finally, Dr. Johnston serves as Assistant Director of the C.T.L.L. (Center for Teaching, Learning and Leadership), and in that role oversees the management of leadership and teaching awards, conducts assessment of faculty programs, develops and presents programming on a wide range of pedagogy topics, and provides leadership in carrying out the CTLL strategic plan. CTLL is a unit of Academic Affairs under the Office of Research and Engagement.