Defining the expert voice teacher: a narrative review of the literature

Fletcher, Heather;Davidson, Jane W.;Krause, Amanda E.

Abstract

Currently there is no commonly regarded definition of an expert voice teacher. The manner in which an expert voice teacher is characterised is under-researched, with definitions often outlining unique criteria as determined by the researcher themselves. In this article, characterisations of voice teacher expertise have been identified through a narrative literature review of education, music education, and vocal pedagogy research. These characterisations have been synthesised through a summative content analysis in order to devise a comprehensive definition of the expert voice teacher. Findings indicate that voice teacher expertise can be divided into three overarching categories with additional sub-characterisations: 1) Experiential (e.g., performance experience, teaching experience); 2) Relational (e.g., adapt practices to the individual, diagnose vocal problems, effective communication, demonstrate knowledge of vocal function/style); and 3) Outcome-focused (e.g., success of students, quality of teacher's reputation, teacher's student pool). These findings have implications for developing vocal pedagogy training courses in higher education in the twenty-first century as well as ongoing research into the practices of exemplary voice teachers

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Australian Voice

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1839-5236

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Australian National Association of Teachers of Singing Inc.

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