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Voice pedagogy-what do we need?

Brian P Gill1, Christian T Herbst2

  • 1a Steinhardt School of Culture, Education, and Human Development , 35 West 4th Street, Suite 1077 , New York , NY 10012 , USA.

Logopedics, Phoniatrics, Vocology
|November 24, 2015
PubMed
Summary
This summary is machine-generated.

This study distinguishes voice pedagogy into voice building, coaching, and singing voice rehabilitation. Educators should adopt these distinctions for efficient singing instruction and to minimize vocal injury risk.

Keywords:
Coachingeducationrehabilitationsingingvocal pedagogyvoice pedagogyvoice researchvoice training

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Area of Science:

  • Vocal Pedagogy
  • Singing Science
  • Music Education

Background:

  • The 10th Pan-European Voice Conference (PEVOC) keynote panel addressed essential needs in voice pedagogy.
  • This paper summarizes the panel discussion and elaborates on the roles and tasks of voice educators.

Framework:

  • Distinguishes three core areas within voice education: voice building (Stimmbildung), coaching, and singing voice rehabilitation.
  • Voice building focuses on the functional and physiological aspects of singing.
  • Coaching emphasizes performance skills, while rehabilitation addresses vocal recovery.

Implementation:

  • Encourages public and private voice educators to integrate this distinction into their curricula.
  • Aims to enhance the efficiency of singing teaching methodologies.
  • Seeks to mitigate the risk of vocal injuries among singers.

Implications:

  • Promotes a clearer understanding of specialized roles within voice education.
  • Contributes to safer and more effective singing training practices.
  • Supports the long-term health and performance careers of singers.