As teachers of the art of singing, we serve a long tradition centered on enabling individuals to access their authentic voice through appropriate and healthy technique, thus allowing them to express their deepest thoughts and emotions through song. Every human being deserves this opportunity. In light of this sacred imperative, we, the members of The …
IN SUPPORT OF TEACHING THE TRANSGENDER-NON-BINARY SINGER Read More »
In our 2018 paper, Advancing the Culture of Mentoring in our Profession, AATS presented models for mentoring, listed programs that mentor young teachers, and introduced the Self Determination Theory for mentoring. The response to that paper, and to our subsequent survey on mentoring published in the NATS Intermezzo, to which 449 teachers responded, prompted this …
In this paper, AATS examined a large number of available summer programs for singers. The resulting paper does not include a list of programs, but rather a very thorough checklist for singers, containing all that singers should consider when choosing a summer program. AATS has also included a summary of sources in which to find …
Choosing A Summer Program: Guidelines for Singers Read More »
AATS believes that mentoring strengthens pedagogic practice through open communication and continued learning. The American Academy of Teachers of Singing (AATS) offers models for incorporating mutually beneficial mentoring relationships into all aspects of our profession, and lists programs for official mentoring of young teachers. The models discussed in the paper are informed in part by principles of Self-Determination Theory, and in part by ideas culled from the experience of the members of AATS in both the academic and private worlds of voice teaching.
In this paper, AATS examines the complexities of copyright laws and fair usage. AATS recognizes and aggressively supports the publishing business by encouraging legal purchase of music. Both professional and non-professional entities must better understand “best legal practice.” We recommend that publishers continue work toward 21st century technological initiatives, licensing to facilitate pedagogic, ethical, collaborative, …
The Academy suggests that the rigorous path toward promotion and tenure in academia place evaluation of pedagogic success in the voice studio as utmost priority. Additionally, voice faculty members should be encouraged to carve out the way they build an excellent reputation not only for themselves but for the institution – in performance, presentation or …
Research and Creative Accomplishment in Promotion and Tenure Read More »
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 …
IN SUPPORT OF FACT-BASED VOICE PEDAGOGY AND TERMINOLOGY Read More »
The statement on Keeping Music in the Schools generated a session at the NATS National Conference in Orlando, July 2012. The AATS believe that everyone should have the opportunity to participate in musically educative activities from highly qualified and inspired music educator. Humans benefit cognitively, socially, and emotionally from the opportunity to participate in music. …
Keeping Music in the Schools: Advocating for the Arts as Core Curriculum Read More »
The statement on Coaching the Classical Singer generated a session at the NATS National Conference in Salt Lake City, July 2010. A vocal coach serves three main functions, to support the singer in the necessary collaboration indicated by the vocal repertoire’s instrumental demands, to bring linguistic expertise to singer’s of various cultural-ethnic backgrounds, and to …
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 …
In Support of Contemporary Commercial Music (Nonclassical) Voice Pedagogy Read More »