A Systematic Approach to One-to-One Classical Singing Training in Higher Education

Abstract

Classical singers undertake years of training to perform at a professional level according to musical style and performance type. High physical and emotional performance demands placed on this subgroup of professional voice users suggests that optimal skill acquisition is essential during their training. The training of classical singers is acknowledged as an area that traditionally and characteristically relies on anecdotal evidence, due to the little systematic and scientific research in the field. Research using scientific methods to structure and conceptualise teaching practices is therefore warranted to improve and encourage autonomy of learning. This thesis investigated one way the training of classical singers in higher music education might be improved. A systematic review confirms that no complete evidence-based framework for classical singing training has been established, and that higher quality, rigorous research is needed. A pilot study reliably uses the principles of motor learning to more objectively identify teaching behaviours in one-to-one lessons, suggests methods of improvement, and highlights areas in need of further research. Primary results indicated uncommon use of motivation, explanation, and perceptual training variables, and common use of instruction, feedback, modelling, and other variables by teachers. Collectively, the research presented in this thesis has provided scientific evidence for the nature of teaching and learning in classical singing training, and tested a systematic method of identifying current teaching practices. The thesis encourages a nexus between empirical research, teaching quality, and learning outcomes in this field, argues the need of an evidence-based teaching and learning framework and its implementation in higher music education; and begins a systematic investigation into one component of a framework that may identify best practices for classical singing teaching.