Teaching Students How to Sing: Choral Teachers' Conception of Vocal Pedagogy
Abstract/Contents
- Abstract
- There is little existing literature that collects the various experiences of high school choral teachers in their backgrounds with and navigation of vocal pedagogy; in other words, there is little published documentation of how teachers go about teaching singing to a large group of primarily inexperienced, untrained high school students. This research looks at how vocal pedagogy impacts the objectives and instructional methods of high school choral teachers as it pertains to their classroom. In order to collect these experiences and opinions, ten high school choral teachers were interviewed and were asked open-ended questions followed by hypothetical situations. All participants agreed that having knowledge of and implementing vocal pedagogy are beneficial; for some participants, vocal pedagogy was the top priority in job qualifications, aiming to provide a daily group voice lesson to their students using age-appropriate vernacular. In framing and implementing vocal pedagogy to affect other classroom objectives, vocal pedagogy was utilized as a way of enhancing inclusivity and accessibility, creating safe spaces and encouraging teamwork. That said, participants also discussed the necessity to expand the narrow Western scope of vocal pedagogy to match the diversifying demographics of their students; to do so, they recommend music teacher preparation programs incorporate non-Eurocentric pedagogical methods into their programs. While vocal pedagogy was unanimously viewed to be important, three participants stated that having complete mastery over vocal pedagogy is secondary to establishing teacher-student connections, creating interpersonal relationships, and listening to larger community needs, especially after the impacts of the COVID-19 pandemic.
Description
| Type of resource | text |
|---|---|
| Date modified | December 5, 2022 |
| Publication date | June 7, 2022 |
Creators/Contributors
| Author | Shand, Zachary |
https://orcid.org/0000-0003-4910-8920
(unverified)
|
|---|---|---|
| Thesis advisor | Williamson, Peter | |
| Thesis advisor | Willinsky, John | |
| Thesis advisor | Kelman, Ari | |
| Thesis advisor | Smith, Daniel |
Subjects
| Subject | Music |
|---|---|
| Subject | Choral music |
| Subject | Choral conductors |
| Subject | Music in education |
| Subject | Voice teachers |
| Subject | Vocal pedagogy |
| Subject | Choral pedagogy |
| Subject | Graduate School of Education |
| Subject | Honors Thesis in Education |
| Subject | Interdisciplinary approach in education |
| Genre | Text |
| Genre | Thesis |
Bibliographic information
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- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution No Derivatives 4.0 International license (CC BY-ND).
Preferred citation
- Preferred citation
- Shand, Z. (2022). Teaching Students How to Sing: Choral Teachers' Conception of Vocal Pedagogy. Stanford Digital Repository. Available at https://purl.stanford.edu/tt321br0513
Collection
Undergraduate Honors Theses, Graduate School of Education
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