“You need a voice,” she says. “You need a voice.”

This NPR Morning Edition episode highlights recent develops in synthesized voice technology for people left voiceless by disorders like Perisylvian syndrome.

Usually, those in need of a synthetic voice device will choose from a limited variety of voices. The segment focuses specifically on Samantha Grimaldo, who is not satisfied with the sound of her synthetic voice.

It’s not just that the voice is artificial and disjointed. It sounds, Samantha says, “older.” Samantha is only 17, and the sound of the voice — deep, methodical, mature — doesn’t exactly align with her sense of herself. Like any teenager, she feels self-conscious about it.

Rupal Patel, a researcher at Northwestern is developing more personalized synthetic voices for people like Samantha, based on open vowel sound recordings that capture melody.

“In people with speech disorders, the source is pretty preserved,” Patel says. “I thought, ‘That’s where the melody is — that’s where someone’s identity is, in terms of their vocal identity.’

It’s fascinating how a person’s vocal quality is such an integral part of who they are. Samantha’s frustration over her current synthetic voice is palpable. It is simply not her. Most Western voice teachers are aware of a connection between voice and identity but it is nice to see such a researched (and yet still very anecdotal) example of this.

Hiiiiiiiiiiiiiii, how are youuuuuuu?

I’ve heard a few voice teachers, particularly accent coaches, bemoan technology such as texting and chatting and how it’s clearly the dearth of good speech. We often present a foundational binary to our students, that vowels are emotion and consonants add sense to speech. And those whippersnappers these days, are sending texts like, ” r u gtg 2 the prT?,”  which is sucking all the feeling and emotion out of written speech and negatively affecting spoken trends.

In her article, “Why Drag It Out?,” Jen Doll explores the linguistic phenomenon of the written text elongation through the adding of extra vowels (and sometimes consonants). She writes,

But why is anyone adding extra letters in the first place? Blame our ever-loosening standards for written language, our desire to express ourselves independently and uniquely, and the brief time we devote to creating an electronic message. Perhaps, suggests Michael Erard, a linguist and the author of Babel No More, we’re simply trying to incorporate aspects of verbal speech into our digital communications. “When people talk, they use intonation in a number of varied and subtle ways,” he told me. “There’s a lot of emotional nuance that can be conveyed that you can’t do in writing.”

My emphasis. A desire to express ourselves independently and uniquely sounds pretty great to me. It sounds like something I am working towards in all my voice students/clients. I think there some legitimacy to the narrative that texting/chatting is has a potentially negative impact on our speech (especially if these young thangs are trying to work with something as challenging as heightened text). However, it’s important to also see that people are using also technology to explore intonation and other verbal nuance. They are finding ways to put that shit back in.

The reference to extra vowels in texting is a great way to practice vowel explorations with students. Some of them might even benefit from examples or seeing them typed out. Henry Giroux encourages teachers to include popular culture (like texting) within a student’s learning experience. He warns,

“By ignoring the cultural and social forms that are both authorized by youth and simultaneously serve to empower to disempower them, educators run the risk of complicity in silencing and negating their students. This is unwittingly accomplished by educators’ refusing to recognize the important of these sites and social practices outside of schools that actively shape student experiences and through which students often define and construct their sense of identity, politics, and culture. The issue at stake is not one of relevance but of empowerment.” (2005, 159)

I’m aware of the implications of my point here. It might sound a bit dramatic to equate the poo-pooing of texting to the disempowerment of students. But if texting and chatting is something I do all the time and is embedded within my view and experience of popular culture, I might be more motivated to learn voice work if the teacher is finding positive examples within said popular culture example. Doll’s article is a nice reminder that there are such positive and dimensional things about our interactions with speech and technology and that our spoken cultural norms continue to evolve as a result. Yesssssssssss!