Singing teachers and the development of young voices

The method of teaching singing has long been based on the master-apprentice model and oral tradition. Historically, teachers applied methods sourced from their own learning experience, and the focus was primarily on producing beautiful sound. More recently, with the introduction of scientific advancements and an acknowledgment of the stages in adolescent vocal development, the role of the singing teacher is becoming increasing more multifaceted and holistic. The aim of this explorative study was to investigate the singing teacher’s role in the development of young voices. To guide this inquiry, a structured interview of nine singing teachers was conducted, in which the participants responded to questions pertaining to their teaching methods, feedback methods, pedagogical orientation and teacher-student relationships. The results highlighted three key influences of the singing teacher on the development of young voices. These included the need for adaptation in response to the individual, creating an individual learner through the use of student-led and technological feedback, and establishing a safe learning environment. The outcomes achieved from this research have teaching implications not only for the private singing teacher in regard to enhanced teaching methods, but may also extend to the primary and secondary school sector in the delivery of vocal programs within the classroom setting. Additional benefits include improved professional development courses for teachers, pre-service education students, as well as pedagogical content in tertiary courses. Future research stemming from this study could include a more in-depth analysis of the term vocal development, or an investigation into the teaching methods utilised by online singing teachers.