Wholehearted Voice Pedagogy

Wholehearted Voice Pedagogy investigates how to develop healthy, equitable, student-teacher relationships in both applied and independent voice lessons. 

Drawing together current research from a plethora of fields—including cognitive science, education, mindfulness, and sports psychology—this book promotes a student-centered approach to teaching, which gives singers agency over their vocal expression and buoys teacher well-being. The author explores the evolution of the student-teacher relationship, contemporary opportunities and challenges impacting students and teachers, offers four holistic pillars of teaching, and makes recommendations for developing healthy boundaries and clear communication with students. In addition, readers will consider an equitable approach to repertoire selection, motor skill learning and practice modalities, how to cultivate vibrant performances, and an equitable rubric for assessment. The research shared is supported by anecdotes and insights from a diverse roster of voice teachers. Each section concludes with reflective questions, and there is an online companion with further resources.

Wholehearted Voice Pedagogy presents an integrative approach to instruction that empowers singing artists and engenders connected, gratifying teaching. 

Chapter 1 – The Student-Teacher Relationship: A Historical Perspective

Abstract

In order to fully understand the student-teacher relationship within the context of the voice studio, it is necessary to investigate how this relationship evolved over time. In this chapter, readers will explore the master-apprentice model and its impacts on the lives and training of young singers. Vocal treatises, historical documents, and anecdotes from the 16th to 20th centuries outline how teachers communicated knowledge and the expectations they had of their students. Throughout the centuries, there was a gradual shift from a teacher-centered to student-centered approach to learning, with a growing emphasis on creating psychologically safe spaces for students. Understanding that each age produces both thoughtful and uncharitable teachers, readers will be encouraged to reflect on how this historical research informs contemporary student-teacher relationships. 

Recommended Reading

  1. Calvert, Isaac W. 2014. “Investigating the One-on-One Master-Apprentice Relationship: A Case Study in Traditional Craft Apprenticeship.” Theses and Dissertations. 4154. https://scholarsarchive.byu.edu/etd/4154.
  2. Encarnacao, John and Blom, Diana (eds). 2020. Teaching and Evaluating Music Performance at University. London: Routledge Press. 
  3. Hyry-Beihammer, Eeva Kaisa. 2010. “Master-apprentice relation in music teaching.” Nordic Research in Music Education, Vol. 12, 161-178.
  4. Latukefu, Lotte, Verenikina, Irina. 2013. “Expanding the Master-Apprentice Model: Tool for Orchestrating Collaboration as a Path to Self-directed Learning for Singing Students.” Collaborative Learning in Higher Music Education. London: Routledge. 
  5. Lebler, Don, Carey, Gemma, Harrison, Scott D. (eds). 2015. Assessment in Music Education: from Policy to Practice. Cham, Switzerland: Springer International Publishing. 
  6. Manternach, Brian. “Master of None: Challenging the Master-Apprentice Model.” Journal of Singing, Vol. 80, No. 4, 447-454. 
  7. Parkes, Kelly. 2015. “The Apprentice to Master Journey: Exploring Tertiary Music Instrument Teachers’ Reflections on Their Experiences as Learner.” Journal of Arts & Humanities, Vol. 4, No. 3, 52-63.
  8. Sansom, Rockford, ed. 2019. The History of Voice Pedagogy: Multidisciplinary Reflections on Training. London, Routledge.
  9. Sherwood, Travis. 2023. “Evolving the Master-Apprentice Tradition: A Pathway  Back to a Student-Centered Pedagogy.” Journal of Singing, Vol. 80. No. 1, 13-22. 
  10. Smith, Steven R. 1981. “The Ideal and Reality: Apprentice-Master Relationships in Seventeenth Century London.” History of Education Quarterly, Vol. 21, no. 4. 449–59. https://doi.org/10.2307/367925.
  11. Walker, Francis. 1895. Letters of a Baritone. New York: Charles Scribner’s Sons.

Recommended Resources

  1. Naismith, Marisa Lee. 2022. “The Master-Apprentice Model: A Powerful Hierarchy with Travis Sherwood. A Voice and Beyond, #91. November 27, 2022. 

Chapter 2 – Opportunities & Challenges Facing Today’s Students & Teachers

Abstract

Cultural shifts in the 21st century have greatly impacted learning and teaching, providing opportunities and threats to students and teachers. For instance, today’s students learn differently as a result of growing up with technology and social media. In addition, both have the potential to create connection and disconnection in education. In conjunction, newer teaching modalities are being adopted to promote more equity in the learning process. Other topics explored include an increase in student and teacher stress (particularly post-pandemic), and the challenge of providing context for the information taught as the industry continues to evolve. Readers will review current research and consider how students and teachers contend with each of these issues.

Recommended Reading

  1. All Things Considered. 2023. “A closer look at the declining mental health of kids.” Hosted by Sarah McCammon. NPR, May 6, 2023. https://www.npr.org/2023/05/06/1174553988/a-closer-look-at-the-declining-mental-health-of-kids.
  2. American Psychological Association. 2018. Stress in America: Gen Z. Stress in AmericaTM Survey.
  3. Barton, Georgina, and Riddle, Steward. 2022. “Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts.” Research Studies in Music Education, Vol. 44, No. 2, 345-362. https://doi.org/10.1177/1321103X211009323.
  4. Bauer, William I. 2020. Music Learning Today. New York: Oxford University Press. 
  5. Bonneville-Roussy, Arielle, Hruska, Emese, and Trower, Hayley. 2020. “Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being.” Journal of Research in Music Education, Vol. 68, No. 1, 97-119. https://doi.org/10.1177/0022429419897611.
  6. Braghieri, Luca, Ro’ee Levy, and Alexey Makarin. 2022. “Social Media and Mental Health.” American Economic Review, Vol. 112, No. 11, 3660-93. DOI: 10.1257/aer.20211218. 
  7. Consider This. 2023. “The Kids Are Not Alright.” Hosted by Sarah McCammon. NPR, May 5, 2023. https://www.npr.org/transcripts/1174385946.
  8. Crawford, Renée. 2017. “Rethinking Teaching and Learning Pedagogy for Education in the Twenty-First Century: Blended Learning in Music Education.” Music Education Research, Vol. 19, No. 2, 195–213. DOI:10.1080/14613808.2016.1202223. 
  9. Cruz, Rebecca A., Manchanda, Sarah, Firestone, Allison R., and Rodl, Janelle E. 2020. “An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy.” Teacher Education and Special Education, Vol. 43, No, 3, 197-214. https://doi.org/10.1177/0888406419875194.
  10. Daughtrey, Sarah. 2020. “Let’s Start at the very End: Teaching the Singers of Generation Z.” Journal of Singing, Vol. 77, No. 1, 25-33.
  11. Greenhow, Christine and Galvin, Sarah. 2020. “Teaching with Social Media: Evidence-Based Strategies for Making Remote Higher Education Less Remote.” Information and Learning Sciences, ahead-of-print. DOI:10.1108/ILS-04-2020-0138. 
  12. Haidt, Jonathan. 2024. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.  London: Penguin Press.
  13. Hoidn, Sabine and Klemencic, Manja. 2020. The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education. London: Routledge.
  14. Koriath, Emily Jaworski, ed. 2023. Trauma and the Voice: A Guide for Singers, Teachers, and Other Practitioners. Lanham, MD: Rowman & Littlefield. 
  15. Leonard, George. 1992. Mastery: The Keys to Success and Long-Term Fulfillment. New York: Plume Press.
  16. Levine, Peter A. 1997. Walking the Tiger: Healing Trauma. Berkeley, CA: North Atlantic Books. 
  17. Majewski, Greg. 2022. “How Musicians Should Use Social Media in 2022.” DIYMusician, February 20, 2022. https://diymusician.cdbaby.com/music-promotion/how-musicians-should-use-social-media-in-2022/.
  18. McCranie, Lindsay Heston. 2020. “Investigating the Use of Social Media in Undergraduate and Graduate University Music Students’ Practice Routines.” Dissertation, Georgia State University. https://doi.org/10.57709/20482049. 
  19. Monti, Elisa, Durham, Megan, and Reynolds, Allison. 2024. “Focusing the Scope: The Voice Practitioner’s Role in Trauma-Informed Care.” Journal of Singing, Vol. 80, No. 4, 455-462. 
  20. Nápoles, Jessica. 2022. “Burnout: A Review of Literature.” Update: Applications of Research in Music Education, Vol. 40, No. 2, 19-26. https://doi.org/10.1177/87551233211037669.
  21. Steketee, Aanne, Williams, Monica T., Valencia, Beatrice T., Printz, Destiny, & Hooper, Lisa. M. 2021. “Racial and Language Microaggressions in the School Ecology.” Perspectives on Psychological Science, Vol. 16, No. 5, 1075-1098. https://doi.org/10.1177/1745691621995740. 
  22. Wang, Hui, Hall, Nathan C. 2021. “Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, Vol. 86, 64-77.
  23. Zhao, Yong, Watterston, Jim. 2021. “The changes we need: Education post COVID-19.” Journal of Educational Change, Vol. 22, 3–12. https://doi.org/10.1007/s10833-021-09417-3. 

Recommended Resources

  1. American Black Journal. 2023. Episode 41: “The Effects of Social Media on Teens’ Mental Health.” Aired October 11, 2023 on PBS. https://www.pbs.org/video/the-effects-of-social-media-on-teens-mental-health-fa8jbl/.
  2. America Inside Out. 2018. Episode 3: “Your Brain on Tech.” Directed by Cheryl Horner. Written by Victoria Thompson. Aired April 26, 2018 on National Geographic. 
  3. CBS News Primetime with John Dickerson. 2023. “New Survey Sheds Light on College Students’ Mental Health Concerns.” Hosted by John Dickerson. CBS, March 23, 2023. https://www.youtube.com/watch?v=2D2qMY8b7pU.
  4. Loney, Nikki. 2022. “Trauma-Informed Voice Care with Megan Durham.” March 11, 2022. In The Full Voice Podcast. Podcast, MP3, audio. https://www.fullvoicemusic.com/podcast/158-trauma-informed-voice-care-with-megan-durham/.
  5. San Francisco Public Library. 2018. “Zaretta Hammond ‘Culturally Responsive Teaching’ at the San Francisco Public Library.” San Francisco Public Library, March 29, 2018. Video of Lecture. https://www.youtube.com/watch?v=ME8KjqyqthM.

Chapter 3 – Four Essential Pillars of Holistic Teaching

Abstract

The complexities of the student-teacher relationship—combined with the contemporary challenges highlighted in the previous chapter—underscore the need for teachers to develop a wholehearted, grounded approach to their vocation. Chapter 3 highlights four concepts central to holistic teaching: curiosity, vulnerability, mindfulness, and self-care. Readers will explore the benefits of fostering curiosity in students and how it buoys teacher wellbeing. The challenge of appropriately expressing vulnerability within the voice studio while maintaining credibility as a teacher will also be addressed, along with the necessity to engage in mindful practice and regular self-care in order to stay in a growth mindset. Each holistic pillar is discussed through the lens of relevant research and recommendations are offered to students and teachers on how to embody these characteristics. 

Recommended Reading

  1. Afremow, Jim. 2013. The Champion’s Mind: How Great Athletes Think, Train, and Thrive. New York, NY: Rodale Books.
  2. Alsadir, Nuar. 2022. Animal Joy: A Book of Laughter and Resuscitation. Minneapolis, MN: Graywolf Press.
  3. American University School of Education. 2021. “Addressing Teacher Burnout: Causes, Symptoms, and Strategies.” February 16, 2021. https://soeonline.american.edu/blog/teacher-burnout.
  4. Bernard II, H. Christian. n.d. “Contemplative Practices in Music Teacher Education. New Directions, Issue #3. Accessed July 17, 2022. https://www.newdirectionsmsu.org/issue-3/bernhard-contemplative-practices-in-music-education/.
  5. Berube, Anne. 2017. Be, Feel, Think, Do. London: Hay House Publishing. 
  6. Blades, Elizabeth L., Ed. 2018. A Spectrum of voices: prominent American voice teachers discuss the teaching of singing (2nd ed.). Lanham, MD: Rowman & Littlefield.
  7. Brown, Brené. 2022. The Gifts of Imperfection: 10th Anniversary Edition. Center City, MN: Hazelden Publishing.
  8. Brown, Stuart. 2009. Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. New York: Avery.
  9. Clifford, M. Amos. 2021. Your Guide to Forest Bathing: Exprience the Healing Power of Nature. Newburyport, MA: Red Wheel.  
  10. Foreman, Edward V. 2001. Authentic singing: being the history and practice of the art of singing and teaching, Vol. I  & II. Minneapolis, MN: Pro Musica Press.
  11. Helding, Lynn. 2020. “Cognition in the Age of Corona: Teaching Students How to Learn.” Journal of Singing, Vol. 77, No. 2, 249-259. 
  12. Helding, Lynn. 2020. The Musician’s Mind: Teaching, Learning, and Performance in the Age of Brain Science. Lanham, Maryland: Rowman and Littlefield.
  13. Hemphill, Prentis. 2024. What it Takes to Heal: How Transforming Ourselves Can Change the World. New York: Random House
  14. Jennings, Patricia A. 2015. Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. New York: W. W. Norton & Company. 
  15. Kabat-Zinn, Jon. 2013. Full catastrophe living (2nd Edition). New York, NY: Bantam Books.
  16. Kendi, Ibram X. 2019. How to Become an Antiracist. New York: Penguin Random House LLC.
  17. Koriath, Emily Jaworski, ed. 2023. Trauma and the Voice: A Guide for Singers, Teachers, and Other Practitioners. Lanham, MD: Rowman & Littlefield. 
  18. LaDyne, Rebekkah. 2020. The Mind-Body Stress Reset: Somatic Practices to Reduce Overwhelm and Increase Well-Being. Oakland, CA: New Harbinger Publications. 
  19. Lapum, Jennifer, and Hume, Sarah. 2015. “Teaching Qualitative Research: Fostering Curiosity through an Arts-Informed Pedagogy.” The Qualitative Report, Vol. 20, No. 8, 1221-1233.
  20. Manternach, Brian. 2021. “Shaming and Blaming.” Journal of Singing, Vol. 78, No. 1, 103-107. 
  21. Maxfield, Lynn. 2021. “Being versus Doing: Conflating Identity with Occupation.” Journal of Singing, Vol. 78, No. 1, 109-111.
  22. Metcalfe, Janet, Schwartz, Bennett L., and Eich, Teal L. 2020. “Epistemic curiosity and the region of proximal learning.” Current Opinion in Behavioral Sciences, Vol. 35, 40-47.
  23. Polian, Brian. 2021. Coaching and Teaching Generation Z. Monterey, California: Coaches Choice. 
  24. Selvam, Raja. 2022. The Practice of Embodying Emotions: A Guide for Improving Cognitive, Emotional, and Behavioral Outcomes. Berkeley, CA: North Atlantic Books. 
  25. Wilson, Debra Em. 2023. The Polyvagal Path to Joyful Learning: Transforming Classrooms One Nervous System at a Time. New York: W.W. Norton & Company.

Recommended Resources

  1. Brach, Tara. 2016. “Tara Brach Leads a Guided Meditation: The RAIN of Self Compassion.” September 27, 2016. https://www.youtube.com/watch?v=wm1t5FyK5Ek. 
  2. Brown, Brené. 2017. “Daring Classrooms.” Keynote address at SXSWedu 2017, Austin, TX, April 7, 2017. https://www.youtube.com/watch?v=DVD8YRgA-ck.
  3. Felten, Peter. 2017. “Can We Teach Curiosity?” Keynote address at the 2017 Teaching and Learning Conference, University of Waterloo, November 1, 2017. https://www.youtube.com/watch?v=TgNtSmIj3WE.
  4. Great Meditation. 2022. “10 Minute Guided Meditation for Students.” YouTube, March 2, 2022. https://www.youtube.com/watch?v=euCACO-KtHE.
  5. Kabat-Zinn, Jon. 2018. “The Art of Teaching Mindfulness with Jon Kabat-Zinn.” Presented at Wisdom 2.0 Conference, April 16, 2018. https://www.youtube.com/watch?v=GEGcTTLMDow.
  6. Murrie, Matt. 2018. “Curiosity Based Learning: What if Curiosity is a Learning Tool?” Teacher’s College, Columbia University (Alumni Webinars), November 14. 2018. https://www.youtube.com/watch?v=7XffzalG0Nk. 
  7. Nap Ministry: https://thenapministry.wordpress.com. 
  8. Ogden, Pat. 2017. “Beyond Words: A Sensorimotor Psychotherapy Perspective” in How People Change, Marion Solomon and Daniel J. Siegel (eds). New York: W.W. Norton & Company.
  9. Sealey, Michael. 2015. “Guided Meditation for Detachment from Over-Thinking (Anxiety/OCD/Depression).” YouTube, July 14, 2015. https://www.youtube.com/watch?v=1vx8iUvfyCY.
  10. Shahidi, Yara. 2024. “Let Curiosity Lead.” Ted Talk, January 16, 2024. https://www.youtube.com/watch?v=5xBpkc7-w3A. 
  11. ThinkTV Education. 2021. “SEL for Teachers: Understanding Stress and Burnout.” Aired August 13, 2021, on PBS. https://www.pbs.org/video/sel-for-teachers-understanding-stress-and-burnout-ud5idy/.
  12. Weisbaum, Elli. 2016. “Introduction to Mindfulness for Educators, Classrooms and School Communities.” Webinar Recording, LD@school, November 29, 2016. https://www.youtube.com/watch?v=MDfQ_YNZzno.
  13. Zeidan, Fadel. 2020. “The Neuroscience of Meditation, Mindfulness, and Compassion.” Brain Channel, University of California Television, April 3, 2020. https://www.youtube.com/watch?v=ca0uLyRTrQ0.

Chapter 4 – Creating Healthy Boundaries and Developing Clear Communication

Abstract

Private voice instruction offers many joys and challenges to the teacher. Chief among them is navigating interpersonal relationships with students. Here, the reader will consider best practices regarding balancing one’s vocation with the rest of their life, fostering healthy relationships with colleagues, and bringing integrity to all communications. This chapter further investigates the concepts of transference and countertransference, how to set healthy boundaries, and explore different communication styles most effective with today’s students. Understanding that conflict is a natural part of any relationship, this chapter also explores basic rules of engagement to circumvent the natural power dynamics in a student-teacher relationship. Real-life examples of common disagreements teachers encounter in the voice studio are highlighted with recommendations of how to positively engage the student in a meaningful resolution. Finally, readers are encouraged to engage a thoughtful and reconciliatory approach to conflict related to issues of diversity, equity, inclusion, and belonging. 

Recommended Reading

  1. Benson, Elizabeth Ann and Rosen, Kate. 2023. “Anti-Fat Bias in the Singing Voice Studio, Part One: Culture and Context.” Journal of Singing, Vol. 79, No. 4, 503-512. 
  2. Brown University. n.d. “Diversity & Inclusion Syllabus Statements.” The Harriet W. Sheridan Center for Teaching and Learning. Accessed on December 28, 2022. https://www.brown.edu/sheridan/teaching-learning-resources/inclusive-teaching/statements. 
  3. Champine, Robey B. 2021. “Faculty Voice: Seven Strategies to Infuse Diversity, Equity, and Inclusion into Teaching.” Michigan State University, September 21, 2021. https://publichealth.msu.edu/news-items/faculty-and-staff/418-faculty-voice-seven-strategies-to-infuse-diversity-equity-and-inclusion-into-teaching.
  4. Diego-Medrano, Elsa and Salazar, Leslie Ramos. 2021. “Examining the Work-Life Balance of Faculty in Higher Education.” International Journal of Social Policy and Education, Vol. 3, No. 3, 27-36. 
  5. Dunhill, David, Schmidt, Stacie, Klein, Robin. 2014. “Motivational Interviewing Interventions in Graduate Medical Education: A Systematic Review of the Evidence.” Journal of Graduate Medical Education, Vol. 6, No. 2, 222-236. 
  6. Eddy, Bill. 2008. High Conflict People in Legal Disputes. Santa Ana, CA: Janis Publications.
  7. Erikson, Thomas. 2020. Surrounded by Idiots. New York: St. Martin’s Essentials. 
  8. Fuentes, Milton A., Zelaya, David. G., and Madsen, Joshua. W. 2021. “Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion.” Teaching of Psychology, Vol. 48, No. 1, 69–79. https://doi.org/10.1177/0098628320959979.  
  9. Glaude Jr., Eddie. 2024. We Are the Leaders We Hve Been Looking For. Cambridge, MA: Harvard University Press.
  10. Gupta, Anu. 2024. Breaking Bias: Where Stereotypes and Prejudices Come From—and the Science-Backed Method to Unravel Them. London: Hay House LLC. 
  11. Hemphill, Prentis. 2024. What it Takes to Heal: How Transforming Ourselves Can Change the World. New York: Random House. 
  12. High Note Press. 2023. The Holistic Singer’s Journal: Nurturing Your Voice, Mind, and Body for Optimal Performance. Self-published. 
  13. Hughes, Joanna. 2018. “Five Things International College Recruiters Need to Know About Generation Z.” Keystone Education Group, April 17, 2018. https://www.keg.com/news/five-things-international-college-recruiters-need-to-know-about-generation-z-2621.
  14. Hunt, Laurie. 2022. “What Exactly is Mentoring?” Blog, January 22, 2022. https://www.lauriehunt.com/blog/what-exactly-is-mentoring. 
  15. Manternach, Brian. 2023. “Time Spent: The Eight-Hour Day.” Journal of Singing, Vol. 80, No. 1, 67-71. 
  16. Ocobock, Cara, Niclou, Alexandra, Loewen, Tisa, Arslanian, Kendall, Gibson, Rebecca, and Valeggia, Claudia. 2021. “Demystifying mentorship: Tips for successfully navigating the mentor-mentee journey.” American Journal of Human Biology, Vol. 34, No 1. DOI: 10.1002/ajhb.23690. Epub 2021 Oct 18. PMID: 34664346. 
  17. Polyviou, Ariana, Pouloudi, Nancy, Pramatari, Katerina, and Dhillon, Gurpreet. 2021. “Digital Emancipation: Are We Becoming Prisoners of Our Own Device?” in Digital Transformation and Human Behavior: Innovation for People and Organisations. Cham, Switzerland: Springer,166.
  18. Sautoni, Sarah and Yuan, David. 2024. Work with Heart: Developing the Inner Capacity for Thriving at Work and in Life. New York, NY: Awareness in Motion Press.
  19. Tawwab, Nedra Glover. 2021. Set Boundaries, Find Peace: A Guide to Reclaiming Yourself. London: Piatkus Books. 
  20. Ugurlu, Celal T. and Kaplan, İzzet. 2021. “Teachers’ Views Regarding Loneliness in Professional Life: A Mixed Methods Study.” Gazi Journal of Educational Science, Vol. 7, No. 1, 1-19.
  21. Youell, Biddy. 2020. “Emotional Factors in Leading Teaching and Learning.” In Sustaining Depth and Meaning in School Leadership, edited by Emil Jackson and Andrea Berkeley, 57-72. London: Routledge. 

Recommended Resources

  1. Butler, Sarah. 2023. “4 Communication Styles – Passive, Aggressive, Assertive & Passive-Agressive.” YouTube, February 4, 2023. https://www.youtube.com/watch?v=IEUjZiO5vmg.
  2. Epoch Education, Inc. 2020. “Tools for Better Communication, Compassionate Dialogue, RIR Protocol.” This Epoch Life, September 2, 2020. https://www.youtube.com/watch?v=ZUL5G-8RLfM.
  3. Gilman, Sarri. 2015. “Good Boundaries Free You.” Presented at TedXSnoIsleLibraries, December 17, 2015. https://www.youtube.com/watch?v=rtsHUeKnkC8.
  4. Malcolm, Vinnie. 2022. “The Mutual Benefits of Mentorship.” Presented at TEDxManhattanBeach, March 29, 2022. https://www.youtube.com/watch?v=2lCjjlLK2m8.
  5. Morning Edition. 2023. “To be a Happier Worker, Exercise Your Social Muscle.” Hosted by Leila Fadel. NPR, February 21, 2023. https://www.npr.org/2023/02/21/1158463808/to-be-a-happier-worker-exercise-your-social-muscle.
  6. Neufeld, Gordon. 2018. “We Should Invest in the Student-Teacher Relationship.” Keynote address presented at IX NIS International Research-to-Practice Conference, October 26, 2018. https://www.youtube.com/watch?v=d8hG_p7sujU.

Nowell, Lorelli. 2021. “Beyond Tradition: Innovative Mentorship Models for Higher Education.” Keynote at Conference on Postsecondary Learning and Teaching, Taylor Institute for Teaching at Learning at University of Calgary, May 7, 2021. https://www.youtube.com/watch?v=rbtHvn2s6Ec.

Chapter 5 – Selecting Repertoire with the Student

Abstract

Repertoire selection has the potential to incite curiosity and foster artistry in the student. And yet, current research shows a breathtaking lack of diversity in singer anthologies and repertoire chosen for voice competitions. This chapter calls to attention the many challenges teachers face regarding repertoire selection, including: the lack of a universal assessment rubric, voice classification and fach (which favors the binary), and other inequitable practices. Three questions are offered as a framework for creating a more equity- and student-centered approach to repertoire selection. Readers will discover the benefits of a democratic model of repertoire selection, which celebrates each singer’s identity and encourages them to explore repertoire written by creative artists outside their lived experience. Finally, recommendations for growing the teacher’s repertoire list are tendered, along with a robust repertoire list through the book’s online companion. 

Recommended Reading

  1. Nix, John and Doscher, Barbara M. 2002. From Studio to Stage: Repertoire for the Voice. Lanham, MD: Scarecrow Press. 
  2. Schloneger, Matthew, Hunter,  Eric J., and Maxfield, Lynn. 2021. “Quantifying Vocal Repertoire Tessituras Through Real-Time Measures.” Journal of Voice. Jul 25, 2021. DOI: 10.1016/j.jvoice.2021.06.019.
  3. Stoever, Jennifer Lynn. 2016. The Sonic Color Line: Race and the Cultural Politics of Listening. New York: NYU Press. 

Recommended Resources

  1. Arreola, Brian, Chan, Kelvin, Hsu, Wei-En, Frish, Mira, and Le, Wei-Wei. 2019. The Boy Who Drew Cats: Songs by Asian & Asian American Composers. TROY1787, compact disc. 
  2. African American Art Song Alliance: www.artsongalliance.org.
  3. Caicedo, Patricia, ed. 2020. Anthology of Latin American and Iberian Songs by Women Composers, Volume I. Barcelona: Mundo Arts. 
  4. Caicedo, Patricia, ed. 2020. Anthology of Latin American and Iberian Songs by Women Composers, Volume II. Barcelona: Mundo Arts. 
  5. Clark, Edgar R., ed. 1946. Negro Art Songs: Album of Contemporary Composers for Voice and Piano. New York: Edward B. Marks Music Corp.
  6. Composer Diversity Database: http://www.composerdiversity.com. 
  7. Cox, Donna M., and Bullock, Kathy M., eds. 2010. Art Songs and Spirituals by Contemporary African American Composers. Dayton: Personal Best Ministries Press. 
  8. Dawis, Isabella, Kreidler, Meghan, McLernon, Lianna M., Mayda, Troiano, Danielle, Vang, Youa, and Yang, Cydi. 2023. “Playlist: The Music of Asian American and Pacific Islander Heritage Month.” The Current, May 1, 2023. https://www.thecurrent.org/feature/2023/05/01/playlist-the-music-of-asian-american-pacific-islander-heritage-month.
  9. Feltcamp, Aiden K., curator. Tobenski, Dennis, Saroian, Eric, and Johnson, Connor, eds. 2021. Trans & NonBinary Voices, Vol. 1. Astoria, NY: NewMusicShelf. 
  10. An Incomplete List of Musicals by BIPOC Writers: https://davidsisco.com/wp-content/uploads/2023/05/Original-Musicals-by-BIPOC-Writers.5923.pdf. 
  11. An Incomplete List of Musicals by Trans and Non-Binary Writers: https://davidsisco.com/wp-content/uploads/2023/05/TransNon-Binary-Writers.pdf.
  12. Kassia Database: A Database of Art Song by Women Composers: https://www.kassiadatabase.com/.
  13. Kimball, Carol, ed. 2004. Woman Composers, A Heritage of Song. Milwaukee: Hal Leonard. 
  14. Krebs, Harald. 2001. Nineteenth Century German Art Songs. Bryn Mawr: Hildegard Publishing Company. 
  15. Marrazoo, Randi, and Leone, Nicole, eds. 2020. 24 Italian Songs & Arias by Women Composers. Bryn Mawr: Hildegard Publishing Company. 
  16. Marrazoo, Randi, and Leone, Nicole, eds. 2000. First Solos: Songs by Women Composers, Volume I: High Voice. Bryn Mawr: Hildegard Publishing Company. 
  17. Marrazoo, Randi, and Leone, Nicole, eds. 2000. First Solos: Songs by Women Composers, Volume II: Medium Voice. Bryn Mawr: Hildegard Publishing Company. 
  18. Marrazoo, Randi, and Leone, Nicole, eds. 2000. First Solos: Songs by Women Composers, Volume III: Lowe Voice. Bryn Mawr: Hildegard Publishing Company. 
  19. Patterson, Wills C., ed. 1977. Anthology of Art Songs by Black American Composers. New York: Edward B. Marks Music Company. 
  20. Patterson, Willis C., ed. 2002. The Second Anthology of Art Songs by African American Composers. Self-Published, 2002. 
  21. Simmons, Margaret, and Wagner, Jeanine, eds. 2004. A New Anthology of Songs by African American Composers. Carbondale: Southern Illinois University Press. 
  22. Taylor, Vivian, ed. 1995. Art Songs and Spirituals by African-American Women Composers. Bryn Mawr: Hildegard Publishing Company. 
  23. Toppin, Louise, and Piper, Scott. 2021. Art Songs and Spirituals by African-American Women Composers. Fayetteville: Classical Vocal Reprints. 
  24. Wilson, Kathleen L. 1998. The Art Song in Latin America: Selected Works by Twentieth-Century Composers. Stuyvesant, NY: Pendragon Press. 

Chapter 6 – Fostering Curiosity and Resilience Through Practice

Abstract

It can be challenging to help students take the necessary and sometimes arduous steps of practicing their craft. In addition, each student may require a slightly different approach to practice depending on their predilections as learners. In this chapter, readers will review the basics of motor skill learning, including the phases of learning and the delicate coordination between the brain, central nervous system, and muscles. Also explored are the many different practice modalities, how they impact learning, and which may be best for singers. Readers will receive a host of practical suggestions for helping students create a fruitful practice regimen, including a clear outline of how to take apart a song and the employment of a practice journal and video diary. Finally, sports psychology offers helpful information regarding developing mental toughness in the practice room. 

Six Steps to Learning a New Song (pdf download)

Journal Sample (pdf download)

Recommended Reading

  1. Blyskal, Elena. 2022. “A Case for Mindfulness in the Collegiate Voice Studio, Part 1.” Journal of Singing, Vol. 79, No. 1, 79-86
  2. Blyskal, Elena. 2022. “Mindfulness Practice in the Collegiate Voice Studio, Part 2: A Case Study.” Journal of Singing, Vol. 79, No. 2, 221-231.  
  3. Chapman, Janice L. 2023.  Singing and Teaching Singing: A Holistic Approach to Classical Voice (Fourth edition). San Diego: Plural Publishing. 
  4. Coyle, Daniel. The Talent Code: Greatness isn’t Born. It’s Grown. Here’s How. New York: Bantam.
  5. Gingerich, Karla J., Bugg, Julie M., Doe, Sue R., Rowland, Christopher A., Richards, Tracy L., Tompkins, Sara Anne, and McDaniel, Mark A. 2014. “Active Processing via Write-to-Learn Assignments: Learning and Retention Benefits in Introductory Psychology.” Teaching of Psychology, Vol. 41, No. 1, 303–308. https://doi.org/10.1177/0098628314549701.   
  6. Grossberg, Stephen. 2022. “Toward Understanding the Brain Dynamics of Music: Learning and Conscious Performance of Lyrics and Melodies with Variable Rhythms and Beats.” Frontiers in Systems Neuroscience, Vol. 16:766239. DOI: 10.3389/fnsys.2022.766239. 
  7. Helding, Lynn. 2020. “Science-Informed Vocal Pedagogy: Motor Learning, Deliberate Practice and the Challenge of Cognitive Dissonance.” In The Routledge Companion to Interdisciplinary Studies in Singing, Volume II: Education, edited by Helga R. Gudmundsdottir, Carole Beynon, Karen M. Ludke, and Annabel J. Cohen, 182-193. London: Routledge. 
  8. How, Ee R., Tan, Leonard, & Miksza, Peter. 2022. “A PRISMA review of research on music practice.” Musicae Scientiae, Vol. 26, No. 3, 675-697. https://doi.org/10.1177/10298649211005531.
  9. Mornell, Adina, Osborne, Margaret S., and McPherson, Gary E. 2020. “Evaluating practice strategies, behavior and learning progress in elite performers: An exploratory study.” Musicae Scientiae, Vol. 24, No. 1, 130-135. https://doi.org/10.1177/1029864918771731.
  10. Salehi, Sayed Kavos, Tahmasbi, Farshid and Talebrokni, Fatemeh. 2021. “A different look at featured motor learning models: comparison exam of Gallahue’s, Fitts and Posner’s and Ann Gentile’s motor learning models.” Movement and Sports Sciences – Science et Motricite, Vol. 112. 53-63. DOI: 10.1051/sm/2021012. 
  11. Tian, Wotu and Chen, Shengdi. 2021. “Neurotransmitters, Cell Types, and Circuit Mechanisms of Motor Skill Learning and Clinical Applications.” Frontiers in Neurology, 12:616820. DOI: 10.3389/fneur.2021.616820.
  12. Vuust, Peter, Heggli, Ole A., Friston, Karl J. et al. 2022. “Music in the brain.” Nature Reviews Neuroscience, Vol. 23, 287–305. https://doi.org/10.1038/s41583-022-00578-5.

Chapter 7 – Helping Students Access Final Performance Artistry

Abstract

This chapter begins by developing a working definition of artistry through the combined reflection of teachers, pedagogues, artists, and critics. Readers will then consider the challenges artistry presents to today’s singers, including: a lack of clarity regarding who they are as performers, deficient research into the piece and its creators, and a fear that artistic choices will somehow impugn technique. This chapter also investigates the importance of celebrating a student’s essence and how this generates meaningful, individualized performances. Three songs (Western classical, musical theatre, and pop/rock) are analyzed through the lens of artistic research to elucidate how teachers can help students excavate meaning in the pieces they sing. In addition, readers will learn how to help singers embody a song by fully integrating technique and intention. The means of identifying and managing performance anxiety are also discussed.

“Night”

Music by: Florence B. Price

Words by: Louise C. Wallace

Recommended Recording 

“Breathe” (In the Heights, 2008)

Music & Lyrics by: Lin-Manuel Miranda

Recommended Recording

“Stay With Me”

Words & Music by: Jeff Lynne, Samuel Smith, James Napier, William Phillips, and Tom Petty

Recommended Recording

Recommended Reading

  1. Arneson, Christopher. 2010. “Performance Anxiety: A Twenty-First Century Perspective.” Journal of Singing, Vol. 66, No. 5, 538.  
  2. Chang-Arana, Álvaro M, Mavrolampados, Anastasios, Pokki, Niklas, and Thompson, Marc R. 2023. “When Nerves Hit: The Effect of Trait Anxiety, Situational Stress, and Task Mastery on the Perception and Interpersonal Accuracy of Musical Expressiveness.” Frontiers in Psychology, Vol. 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1061922/full.
  3. Chapman, Janice L. 2023.  Singing and Teaching Singing: A Holistic Approach to Classical Voice (Fourth edition). San Diego: Plural Publishing. 
  4. Davidson, Jane W. 2007. “The Activity and Artistry of Solo Vocal Performance: Insights from Investigative Observations and Interviews with Western Classical Singers.” Musicae Scientiae, Vol. 11, no. 2, 109-140. https://doi.org/10.1177/10298649070110S206.
  5. Emmons, Shirlee and Thomas, Alma. 2008. “Understanding Performance Anxiety.” Journal of Singing, Vol. 64, No. 4, 461-465.
  6. Han, Shalin. 2023. “Research on Strategies for Cultivating Performance Artistry in Vocal Singing Instruction in Higher Education.” Frontiers in Art Research, Vol. 5, No. 16, 102-105. 
  7. Haworth, Rachel. 2013. “The Singer-Songwriter on Stage: Reconciling the Artist and the Performer.” Journal of European Popular Culture, Vol. 4, No. 1, 71-84. 
  8. Helding, Lynn. 2010. “Break A Leg! The Ironic Effect, Choking, and Other Mind Games.” Journal of Singing, Vol. 67, No. 2, 207-212.
  9. High Note Press. 2023. The Holistic Singer’s Journal: Nurturing Your Voice, Mind, and Body for Optimal Performance. Self-published. 
  10. Hughes, Diane. 2012. “My Sound, Our Sound: Constructing the Aesthetic in Contemporary Vocal Production.” In Routes, Roots and Routines: Selected Papers from the 2011 Australia/New Zealand IASPM Conference. Sydney: International Association for the Study of Popular Music Australia New Zealand Branch, 58-64. 
  11. Hunnicut, Heather Winter and Winter, Scott A. 2011. “Musical Performance Anxiety: Adapting Psychotherapy Techniques of Desensitization to the Voice Studio, Part 1.” Journal of Singing, Vol. 67, No. 3, 331-336.
  12. Hunnicut, Heather Winter and Winter, Scott A. 2011. “Musical Performance Anxiety: Adapting Psychotherapy Techniques of Desensitization to the Voice Studio, Part 2.” Journal of Singing, Vol. 67, No. 4, 445-450. 
  13. Hunnicut, Heather Winter and Winter, Scott A. 2011. “Musical Performance Anxiety: Adapting Psychotherapy Techniques of Desensitization to the Voice Studio, Part 3.” Journal of Singing, Vol. 68, No. 1, 67-73.
  14. Kelly, Liza Forrester. 2019. “Artistry in Art Song.” NAfME Blog, October 28, 2019. https://nafme.org/blog/artistry-art-song/. 
  15. McDonald, Ruth Ann. 2022. The Holistic Voice: Rudiments of Beautiful Singing from the Archives of Dr. James R. McDonald. Self-published.
  16. Papageorgi, Ioulia and Welch, Graham F. 2020. “A bed of nails”: professional musicians’ accounts of the experience of performance anxiety from a phenomenological perspective. Frontiers in psychology, 11, 605422. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.605422/full.
  17. Rodenburg, Patsy. 1992. The Right to Speak: Working with the Voice. London: Methuen Publishing. 
  18. Weekend Edition. 2024. “This Nigerian chess master aims to raise money by playing the longest continuous game.” Hosted by Ailsa Chang. NPR, April 19, 2024. https://www.npr.org/transcripts/1245972847. 
  19. Werner, Kenny.1998. Effortless Mastery: Liberating the Master Musician Within. Van Nuys, CA: Alfred Music

Chapter 8 – Objectively Assessing the Student

Abstract

Given the interpersonal relationships teachers nurture with students, it can be difficult to objectively assess their growth. Here, readers will review potential rubrics for an initial assessment. The challenge of assessment and grading within higher education will be explored as a way of developing a more equitable and objective rubric. Different grading methodologies are examined and recommendations made on creating objective measures of growth, such as a student portfolio. Also included is a discussion of assessment within the independent studio and a reflection on the true sources of a student’s success.

Vocal Assessment Form (pdf download)

Practice Makes Permanent Handout (pdf download)

Recommended Reading

  1. Brookhart, Susan M., McTighe, Jay, William, Dylan, and Guskey, Thomas R. 2020. “Eight Essential Principles for Improving Grading.” Educational, School, and Counseling Psychology Publications, Vol. 78, No. 1. https://www.ascd.org/el/articles/eight-essential-principles-for-improving-grading.
  2. Button, Rachael. 2018. “The Work of Welcoming.” Edutopia, April 27, 2018. https://www.edutopia.org/article/work-welcoming/. 
  3. Cain, Jeff, Medina, Melissa, Romanelli, Frank, & Persky Adam. 2022. “Deficiencies of Traditional Grading Systems and Recommendations for the Future.” American Journal of Pharmaceutical Education, Vol. 86, No. 7, 908-915. DOI: 10.5688/ajpe8850. Epub 2021 Nov 23. PMID: 34815216; PMCID: PMC10159463.
  4. Fletcher, Heather, Krause, Amanda E., and Davidson, Jane W. 2023. “Examining How Voice Teachers Influence Student Achievement.” Journal of Singing, Vol. 79, No. 4, 445-456.
  5. Laubenthal, Jennifer. 2018. “Assessment in the Private Studio Setting.” Music Educators Journal, Vol 104, No. 3, 54-59. 
  6. Lebler, Don, Carey, Gemma, and Harrison, Scott D., eds. 2015. Assessment in Music Education: from Policy to Practice. New York: Springer International Publishing. 
  7. McCoy, Scott. 2017. “In Praise of Gifted Teachers Students.” Journal of Singing, Vol. 73, No. 5, 519-521. 
  8. Selbach-Allen, Megan E., Greenwald, Sarah J., Ksir, Amy E., and Thomley, Jill E. 2020. “Raising the Bar with Standards-Based Grading.” PRIMUS, Vol. 30, 8–10, 1110–1126. https://doi.org/10.1080/10511970.2019.1695237.