Vocal Pedagogy

IN SUPPORT OF FACT-BASED VOICE PEDAGOGY AND TERMINOLOGY

Vocal Pedagogy

The Academy states that singing teachers and other voice professionals have a responsibility to expand teaching skills through a clearer understanding of a twenty-first century, fact-based and functional voice pedagogy and terminology that is consonant with the laws of nature.  Fostering a common nomenclature is imperative.  Fact-based voice pedagogy provides the foundation that supports the …

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In Support of Contemporary Commercial Music (Nonclassical) Voice Pedagogy

Vocal Pedagogy

Early vocal technique developed to serve opera, oratorio, national and art songs, and select sacred and secular music. Since that time, other genres (including: blues, folk, gospel, jazz, pop, rock, etc.) have been underdressed in vocal pedagogy publishing and research. The development of CCM pedagogy begins with the fracture between “legitimate” and “belters,” followed by …

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Promoting Vocal Health in the Production of High School Music Theater

Children, Vocal Health

Music theater is a popular art form, especially for high school music departments.  This material, however, is typically written for trained and experienced professionals. Schools and other organizations must be careful as they choose these shows for younger, developing voices to ensure a positive and healthy experience for the students. In this article, AATS discusses …

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Teaching Children to Sing

Children

Singing is a natural and spontaneous activity for a majority of children. The American Academy of Teachers of Singing supports and encourages the teaching of children to sing. As in other activities in which youngsters are involved, singing can be accomplished on many levels from recreational to professional. At all levels, however, there should be …

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