Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.

Area of Science:

• Music Education
• Vocal Pedagogy

Background:

• Classical singing training lacks established evidence-based frameworks.
• Existing research often focuses on specific teaching practices or learning strategies rather than holistic frameworks.

Purpose of the Study:

• To systematically review evidence-based frameworks for teaching and learning in classical singing training.
• To identify gaps in current research and guide future methodological development.

Main Methods:

• Systematic literature search across 15 electronic databases adhering to Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines.
• Inclusion criteria focused on publication type, participant characteristics, intervention, and outcomes.
• Data analysis employed meta-aggregation, with quality assessment using rating scales.

Main Results:

• Nine papers met the inclusion criteria; no complete evidence-based framework was identified.
• Studies identified teaching practices, student learning strategies, or tools for specific areas within one-to-one lessons or practice sessions.
• Four studies specifically addressed classical voice training, but overall methodological quality was low.

Conclusions:

• Classical singing training research has not yet established an evidence-based framework.
• Introductory information on teaching/learning practices and evaluative tools are available.
• There is a critical need for high-quality methodological research designs in this field.