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Principles of Motor Learning in Classical Singing Teaching.
Laura Crocco1, Patricia McCabe1, Catherine Madill1
1The University of Sydney, Sydney, Australia.
Journal of Voice : Official Journal of the Voice Foundation
|February 5, 2019
Summary
This study explored motor learning principles to analyze classical singing teaching behaviors. Results show common use of instruction and feedback, with potential to improve music education quality and learning outcomes.
Area of Science:
- Music Performance Education
- Motor Learning Science
- Pedagogical Research
Background:
- Classical singing integrates complex cognitive, perceptual, and motor skills.
- Teaching classical singing demands specialized pedagogical approaches.
- A need exists to bridge empirical research with teaching quality in music performance.
Purpose of the Study:
- To investigate classical singing teacher behaviors using motor learning principles.
- To establish a reliable method for analyzing teaching in music performance education.
- To explore the link between teaching behaviors, research, and learning outcomes.
Main Methods:
- Recruited 12 participants (4 teachers, 8 students) from Australian conservatoria.
- Audio-visually recorded 8 one-to-one classical singing lessons.
- Applied motor learning principles as a framework for content analysis of teaching behaviors.
Main Results:
- Instruction, feedback, and modeling were commonly used teaching behaviors.
- Motivation, explanation, and perceptual training were infrequently used.
- Knowledge of results feedback was more prevalent than knowledge of performance.
- Motor learning principles provided a reliable framework for identifying teaching behaviors.
Conclusions:
- Motor learning principles offer a framework to analyze and potentially enhance classical singing pedagogy.
- Findings suggest implications for teacher behavior and its impact on student learning outcomes.
- Recommendations are provided for future research to systematically improve music performance education.
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