Techniques in Vocal Pedagogy

Loading...
Thumbnail Image
Authors
Hitel, Madeline
Hitel
Issue Date
2020
Type
Video
Keywords
Scholarship Sewanee 2020 , Music , Singing , Voice , Music education , Vocal pedagogy
Abstract
In voice lessons, teachers often utilize different images and abstractions to help the student with any given concept. For many students, this is incredibly effective. However, there is a complex technical explanation for the success of these tools. My independent study was designed to be a comprehensive study of vocal technique. To do so, I have employed various methods to fulfill this goal. Primarily, I have been working one on one with my own voice teacher. In these sessions, I have studied laryngeal and respiratory anatomy through a review of related voice literature. Using this, I have looked at the most effective ways to apply it to different types of students. To understand the nuances of this information, I have created sample warm-ups for students of different ages, voice parts, genders, and styles. Once these were created, I spent time at the piano learning how to accompany them. After gaining a deep understanding of anatomy and its importance in warm-ups, I tested some of these warm-ups on my voice teacher. Playing them at the piano, I learned to tweak these warm-ups in the context of a lesson. As a type of fieldwork, I have observed numerous lessons from different students and voice teachers. Making detailed notes of student progressions/difficulties/responses, and lesson styles/structures, I was able to use this research to further my own vocal pedagogy. Drawing from new knowledge, I finished my research with a study on selecting repertoire for different voices. Through an overview of classical and musical theater repertoire, I have learned to assign appropriate pieces to any given student. As a culmination of this research, I will be teaching a demonstration masterclass. Choosing a student ahead of time, I will assign them a piece of music to record. To ensure the findings are unbiased, I will not give any prior specific instruction. I will then analyze this video to create a lesson plan. I will give specific technical instructions to the student and explain my reasoning. I will demonstrate my instructions and give the student a guide for how to practice moving forward.
Citation