Singing Pedagogy in the Twenty-First Century: A Look Toward the Future

Abstract

This article evaluates the current state of singing pedagogy, and explores some of the directions the profession might take as time moves forward. Primary focus is on three areas: the role of voice science and technology, the burgeoning field of the singing health specialist, and specialized training programs in singing pedagogy. In many ways, contemporary voice science has revolutionized understanding of the human voice, leading to new methods for training the singing voice. These advances are particularly apparent in the application of acoustic voice analysis in teacher education and as biofeedback in singer training. Singing Health Specialists, sometimes called vocologists, are increasingly in demand as liaisons between the medical and artistic communities. Efforts are underway to establish qualifications for this profession, along with criteria and curricula for training and certifying practitioners. Historically, the most important qualification expected of singing teachers was a successful career as a performer: it was assumed that if you could sing, you also could teach. Practical experience often demonstrated the fallacy of this assumption. Teacher training programs are increasingly common in the academy, focusing on the educational needs of singers for whom teaching is the primary career goal, and for professional singers who seek to move from the stage to the teaching studio.