We will pass on to our
next to the last but not least
important contribution to our day
that comes from Brazil.
And I see already that she's online.
And maybe we need the ability to camera.
No, she's dead.
Hello, Mother.
Bella, welcome to Spain.
Dr. Martin.
Below is a speech language pathologist
and master and doctor in human communication disorders
from Awuni Honey Face e pm
and post-doctorate in audiology and speech sciences
from the University of California, San Francisco.
Besides clinical performance, she works with
communicative competencies in companies and EAS.
She's also a coach with specialization in executives
expert in voice identification and member
of the International Association for Identification.
Since 1986 professional member of the Voice Foundation, part of the board
of the Directors of Pacific Voice and Speech Foundation from California.
She is the elected president
of the International Association for Local Politics and Fanatics.
She's also a credentialing counselor in various post-graduation courses
and the author of three books and more than 200 publications between
articles, book chapters and special supplements in Brazil and abroad.
In addition to being part of the editorial body
of numerous scientific publications where a Journal of Voices highlighted,
she has held various positions in national scientific associations
where she stands out as the President
of the Brazilian Society of Latin Biology and Voice and Vice-President
of Brazilian Society of No Ideology
and has received more than 90 awards and ordinary area
for work developed in Brazil
and for the promotion of the area of larynx and Brazil.
Voice Abroad.
So without further ado, Marta, I know you are spectacular.
So I will leave the stage to you.
Thank you.
Thank you very much.
When I start this Espana, when I started this,
it would all be simple.
I said, No, no, don't. I said fashion.
Instead, I keep on a status and is stay
in a saying the de Paris celebration.
When Daniel's dominant in a feeder school verse.
Forgive my pastoral English.
It's a real pleasure and honor.
A privilege to be here and I would like
to acknowledge
the dedication of Professor Philip Adler
in organizing this wonderful event.
And I feel absolutely honored in
closing the today's discussion,
I'm going to give some messages about the role of voice in education
and how does this affect the students and teachers life.
The most important information I want to share with you is that one
cannot not communicate.
We communicate when talking
and when in silence communicate and has no opposite,
such as life and death.
Black and white.
Yes, and no standing up in line down.
We communicate when talking and when in silence.
So bad bedroom to choose to communicate when talking
because we can clarify our messages.
Our brains are soft shell.
Human brains are absolutely
wired to connect
We are better when we are interacting.
And the goal of human interaction is to reduce threats
to understand who are the friends and who are the enemies,
and to promote collaboration and
a very important part of this communication
is made through the sound of voice.
So the sound of voice is
what helps us to be social.
What? Help us get help.
What help us to work
in collaboration since birth?
We communicate
this the cry of birth is one of the most
anticipated events.
It's a strong sound
and is around 440 hertz.
That is the idea.
Or the LA three central LA
of the keyboard.
If the baby has a vocalization outside
this range,
there might be a risk of survival.
But since the first months,
there are differential vocalizations.
For example, the hunger vocalization is highly modulated
strong with plosives, sounds
and then
the pain vocalization is flat,
is more linear,
and the pleasure sound is more relaxed
and somehow needs
in very short.
The mother does not need to take any training course
to recognize the meaning of these vocalizations.
So we communicate since birth,
but the neural control of the voice is absolutely complex.
We have more than 100 muscles involved into speech,
two main pathways and three subsystems
We have the limbic vocal control for innate nonverbal
and emotional vocalizations, and we have the sophisticated
laryngeal motor control that is responsible
for the fine control for voluntary production.
So the first one subsystem is the subsystem
that is responsible for coordination of the larynx,
articulatory organize and respiratory control.
And we have most of it when we are born.
The second subsystem is the initiation of vocalization
and control of the voluntary emotional vocalizations.
Many structures are involved, but this is the emotional voice.
And the third subsystem is the one response
level for voluntary vocal motor control speech.
And singing is a complex interaction
of prefrontal cortex and motor
bring motor cortex control and the limbic system.
So we have actually three levels of voice.
We present and we can use this upper level
and still keep the order to.
The first one, we are always going to keep.
Okay.
So anyhow, what is the normal voice?
Voice is not a binary descriptor like yes or no.
Good or bad.
Voices of tan then see the measure.
And because of that, voice varies from more to less.
And it's highly dependent on the context.
So let's make a comparison
with weight is 69 kilos
normal Is that too much, too little?
Or is this just added weight?
Well, all these women are women with six and I'm Kilis
and it depends on many factors such as age,
hate and physical competition.
The same was the voice we cannot take the voice
outside the context of the speaker, the profession,
the culture, the social level,
and aspects of personality.
The use of voice is a behavior.
Voice is a behavior.
And like all behave it's influenced by culture.
Vocal backgrounds can
be imitated and learn through imitation
and simple solutions that can be absolutely well received.
In some countries, like, for example, Japanese women
speak in a higher pitch than American and Brazilian women.
Some of this higher pitched voices can face
similar forehead problems,
particularly if the modulation is also on the eyes.
When this person, for example, has a job in the U.S.
So there are many cultural behaviors,
many cultural trance involved into voice selection
and our vocal behavior
is a set of vocal reactions in response
to interpersonal relationship in the environment in which we lead.
So my vocal behavior is a set of reactions, and it's highly
dependent on the way I react
and respond to the other stimuli.
And also regarding the environment in which I live,
and it can be the result of psychological needs.
I have the psychological need to speak loud, to speak in a low
pitched voice, to speak in a more modulated perhaps,
and can also be a vocal habit or can be a social stimuli
or a combination of that distaste things.
But it will also be an emotional manifestation
of professional voice users such as vocal style singers enact
Teachers are professional voice users.
This is a very special category of voice users.
Is the category we know
the most.
These are our traditional patients all over the world.
But is there a preferred voice for this category?
Is a voice that we think should be ideal, or at least
that is the preferred voice for the teachers.
Yes, teachers need to have a clear,
strong voice and expressive modulation,
and they also have a slight tendency detencion
because through this tension
they control the classroom.
And with this specific aspect
they convey security, affection and joy.
The voice that teachers is also the voice that inspires.
But teachers, they have a moderate
to high vocal risk.
It depends on many factors age and number of students,
school period, music classes.
Music teachers are the ones who suffer the most room
acoustics and vocal conditioning.
Prior to my career as a teacher and throughout the years,
there are
many symptoms of voice problems
hoarseness, vocal fatigue, trouble
speaking or singing, softer Difficulty projecting the voice,
lots of singing range discomfort by using the voice,
monotone voice in reserve for it.
Chronic dryness, chronic soreness, frequent throat clearing, bitter
acid taste swallowing difficulty is
in wobbly or shaky voice.
Features usually relate the symptoms
to the use of voice at work in hoarseness, vocal fatigue
and discomfort when using the voice
are the most common symptoms.
In 2012,
we ran a survey with more than 3000 respondents.
1651 were teachers and
we at this survey
revealed many interesting informations.
For example, teachers on a general population,
they have almost for signs and symptoms of voice problems.
Why not?
Teachers have less than two symptoms.
Only teachers are more likely to have almost all symptoms.
Research with the ception of 30 going and bitter taste.
They had similar similar occurance in both groups.
Teachers are not just the most striking information
is that teachers have the chance of having
almost four times more vocal fatigue
than non teacher Almost four times
more effort, one speaking than teachers and three times
more discomfort when speaking than non teachers can with.
If we consider the professional life.
63% of teachers the
day mentioned to us two they had vocal problems
and only 35% of the known teachers
mention no curious of voice problems.
Adverse effects at work
due to voice providence also were very different.
See the difference between limitation
F work and teachers in non teachers activity restriction.
I change the way that I teach a class.
I change the amount of talking I offer to my students.
Teachers miss more than five days at work per year.
12% of teachers due to a voice performance
and on teacher only 2.4%.
Teachers search for professional help.
35% of teachers and only 11% of non teachers
search for professional help but for me,
the result that causes me
the most spam is that
teachers concede or change in the occupation.
They consider that they may face
the need of changing the occupation in the future.
60% of teachers due to a voice problem
and only 1.6%.
So ten times more teachers
consider and reflect on the possibility
of having to change their occupation due to a voice program.
And this is very sad because the person
that chooses to be a teacher
does not want to be anything else.
This kind of mission is the way I want to make a difference in life.
All this results were published
in this booklet, The Teachers Voice.
It's available as a PDF,
and this booklet was distributed to all schools
from the private sectors in Brazil and also to the public offices
to inspire, to change public policies.
About the teachers voice.
When you have a voice disorder, when you have a dysphonia,
you have communication, difficult
this is not only a vocal fall vibration problem,
but as a communication difficult that limits the natural production
of the voice and reduces the quality of life
in voice related aspects.
I can have some voice symptoms
without having a voice disorders up to two symptoms.
If I am a non teachers and up to 3.7 symptoms, if I have a teacher,
if I am a teacher, I can have symptoms and not having a voice from.
And what is interesting is that the
average patient seek for help
six or help
when they have six symptoms.
But teachers, they search for treatment
only when they almost have nine
symptoms nine out there 14 system.
So teachers are tough.
They persist, they don't want to abandon the classroom
but do we make judgments by the sound of voice? Yes.
We listen to this in the previous talk, we do
deep voices are associated
with evolutionary success on male's leadership.
The man with deep voices are considered more competent,
persuasive, confident and trustworthy
and female with no pitch.
Voices are considered the ones who offer environmental dominance.
They can dominate that environment.
And what about the sonic voice?
There is a wonderful Israeli study
by Prof Offer Amir,
and he arrived to the conclusion that listener
they present negative attitudes toward the Sonic individuals.
The Sonic individuals are considered less attractive
less potent and more aggressive and tense
and less agreeable and less reliable
than normal healthy voice speakers.
Moreover, women with the sonic voice
were rated even more negative than men
and we found same results
for Brazilian speakers and listeners.
Women are more human lives due to the fact
that they have this funny voice.
But how are the teachers responding to voice jokes?
We run a research each with five teachers voice samples,
counting numbers in Brazilian Portuguese from one to ten.
One teacher was a housewife voice.
One was mild.
Dysphonia, too, was moderate to dysphonia, and one
was intense dysphonia.
And we present that does voice samples to 34 age
children, seven to 11 year olds,
and the children needed to select
in five pairs of bipolar semantic items.
Here's this voice from someone who is said, Our hair
be nervous, are calm, boring or cool.
They are beautiful,
hard to understand or easy to understand.
And it was very interesting.
This funny voices produced negative
impact on children's judgment.
And the higher the deviation, the worst thing that
if the teacher has only a mild degree of vocal deviation,
that teacher is considered sent or calm.
If the teacher has an intense degree of vocal deviation,
this teacher is considered more boring
uglier and harder to understand.
And the teacher with a house voice
was considered happy in code.
So the children they how to methodically they classify
the mood of the teacher and some aspects of the personality
due to the voice.
Recently, this
group of Belgium colleagues,
they publish a wonderful systematic review on effects of noise
and speakers sing their vocal quality on processing of language
in children age school.
We know that there are many factors for children's
learning, such as the quality of the interaction
between the teacher and the student classroom management skills.
So it's more than voice communication and environmental management
and the ability to transmit knowledge.
But we know that background noise, reverberation
and poor vocal quality also they produce a major impact.
So they did a review with 31 articles
they use as a standard.
The American National Standards Institute
that recommends then noise level in an Occupy
classrooms has to be below 35 degrees
reverberation times must not exceed 0.6 seconds
and 0.7 seconds in larger rooms.
And signal to noise ratio has to be above 15 to be.
Otherwise we do not have the audio condition
for transmitting knowledge.
The conclusion of this wonderful review is that children,
they have more trouble receiving speech
processing verbal messages
and recalling verbal information
when they listen to speech in noise
or to a speaker with dysphonia.
So impoverish speech in put
could impede the pupils motivation
and academic performance at school.
But we know it's
not only the teacher's voice fault,
we know that classrooms, acoustic classrooms,
is a difficult problem.
We visited more than Hendry
Schools in Sao Paulo City
and only two schools,
and I mean private schools,
paid schools, middle class two, high class schools.
Only two of them had good room acoustics for the teacher
and reverberation needs to be studied.
I'm going to give you a very short sample
of the impact of reverberation in room
acoustics.
They say,
but if any single treatment acoustic phrasing was San Angelo and Oedipus.
Both of which massage downvoting because of that, because I have not
seen a solid surface of what happens to massage people in the process.
I think design was almost genius.
I was focused on.
What is going on because I basically got the follow up.
He had his own.
Website that was melodic, basically back to the file he had.
We found embarrassment.
I felt that.
So we should.
We also need to design someone else, acquire those.
Come on beings in Glacier Fall to make sure that the sales.
Of official business together on the climate issue
suggested that I was excited because I was.
A professional physician at the Lewisville High Productivity
Standards Investigative Staff, which is how we to find.
Our gym propaganda home to the GSA leadership.
Is very hard not to understand
the message in a bad environment.
So what to do is the teacher's voice mail prevention is the key issue
drain condition and develop
competence on communication.
If we work just with voice this is not going to be enough.
We need to work with voice on communication.
We need to work with communication skills.
We need to work dialogs and dialogs and not about talking.
Dialogs are about listening,
but when a voice problem is already installed,
we have good experiences.
Vocal rehabilitation and vocal rehabilitation is a non-linear process
of behavioral changes, muscle adjustment and vocal self-image.
And I want to show you some samples just in case we have in the room.
Just in case we have in the room
got pedagogy students
that have never listened to differences
of voice history and post vocal rehabilitations.
So let me plea to use some samples.
In those trees
to sing in the three squad to sing
who plays bass.
I think all those three squad sing.
Oh no.
Those three squad singing voice three squad
to sing group own voice for their squad to sing.
All those stress choir.
Oh, boy.
Three squad through scene own noise, three squad through scene
and the voice, the squad through
the voice that hey, squad
through seeing all the noise
that is quatro, cinco or noise
that is quatro cinco.
Oh, boy.
They were to think, oh,
those days, quite the thing
well the least that is squad to sing
all the history squad to sing.
They did a walk see
those three quarters see.
So we have good results
with Volker rehabilitation but we need
to start thinking about vocal wellbeing
we need to start thinking about prevention
we need to train students in pedagogy to get conditioning
in order to perform better
there is a manual on vocal wellbeing in Brazilian.
Portuguese is also adapted to Portuguese from Portugal.
European party is the real Portuguese
and there is also an English version
of this manual just in case you would like to read
more information about the use of voice.
My wish add the word voice months celebration
is that every human being have a clear voice
in your vocal identity to be a unique person
and at the same time to share a clear group identity
to one's vocal expression.
So we need all voices matter.
Your voice is important.
To have a clear and good voice is not only good for you
but it's also good for your student.
They will need less effort to understand
they are going to use less cognitive resources
to understand and to learn.
I would like once again to thank Professor
Phillip Allen for this wonderful invitation.
And I wish one Ned
a happy new
50 years of good
service in education
in all segments
and courses at the institution.
Thank you very much for this honorable invitation.
It's a real pleasure to be with you.
Thank you, Marta.
I was not exaggerating.
I think everybody will agree with me
in this room that you were spectacular.
I don't even know what to ask you because you were so clear
about everything and the really clearing the message
I really wanted to convey to all my colleagues that the faculty
of education, the importance of voice education to teachers
so that we can also, through that, improve the learning of the students.
I just have a small question that is related to my size,
my side of being a researcher.
Yes. Do you think that this
understanding
that a deeper voice has much more authority?
Because the vocal metric that has been more steady
through the years of voice science has been fundamental frequency
and not, for example, for nation type or variation
and be the variation of the fundamental frequency
because if I speak like that, I have a more impact,
but is not all about the the the pitch itself,
because I can talk like that and have the same impact.
And now I change my pitch a little bit, but I like that.
Then I look like a crazy person and nobody wants to hear me.
So what is your opinion about that?
I do agree with you that we are biased toward this.
So we have some bias toward the deeper voices.
But I also think that this is kind of intuitive
because the bigger animals, the big five, the elephant,
the rhinoceros, they all have low pitched voices.
And we also know that there are some frogs
that were in extinction and that they change the noise
they were doing with the help of some air,
air or says to have a lower pitch and to look like
if they were larger if they were bigger size.
So I think that there is some intuitive
knowledge about it.
But we are biased.
And I do believe that prosody
has more impact than pitch
may only.
We need to stop
making affirmation
using questioning marks
when we mandate a forum things
they tend to offer the pitch
at the end of the sentence.
So this means that we are not sure about what we are saying.
We are asking the other one to confirm what we say,
and this is no good at all, no good design.
But we also saw feedback during this
that say four to five decades
changes in the pitch of female
TV presenters in Japan
because these journalists,
they went to the US to get trained
and they started to look more Americans.
And one of the things they did, they learn a page
came back to Japan and start talking.
And of course
to me, a young female start imitating.
So we are reinforcing the brand through this
and maybe this needed a Badran a better study.
I think you should do that.
Philippe, you are so good in challenging yourself
with hard questions and offering to all of us
wonderful and provocative results.
So I do I do want you to do this.
Okay.
Thank you, Larry.
Well, I will try to have a better person to do that with me.
That is no, the Apollo is a specialist in linguistics of female voices.
So let's see what it comes next.
Well, I want to thank you from my deepest part of my heart.
I know that you are wonderful and
you were the
appropriate person to close our ceremony together
with the vice rector of our university
that I invite now to join me in the podium
and we close now these
symposium, wonderful presentations of everybody.
Thank you so much for your presence with her words.
And then we the music session with a wonderful soprano
and pianist that I invite you to stay there in Zoom and the here.