This cutting-edge volume brings together educational research and practical strategies to align voice pedagogy with the twenty-first century teacher and student.
Using a student-centered focus as a philosophical foundation, the book offers a blueprint for developing an inclusive approach when working with singers and cultivating a healthy mindset for vocal performance and learning across all genres. Chapters review concepts geared toward best practices for teaching and learning in the applied studio environment. Specific strategies consider the changing landscape of the vocal world as well as changes the voice encounters as it evolves over the course of a lifetime.
Part one provides insight into the practice of student-centered teaching and learning while the part two shares insights from different educational contexts, including working with trans singers, choral versus solo singing, and fostering a culturally responsive approach in the studio. Blending the academic worlds of education, voice science, and musical performance allows for opportunities to find commonalities in practice and encourages an open-minded and growth-oriented approach to voice pedagogy. As the voice changes across a lifetime, so does the informed pedagogue who evolves and develops as a practitioner.
Foreword Introduction PART I Chapter 1. Student-Centered Strategies for the Applied Voice Studio: A Brief Overview Jeanne Goffi-Fynn (Teachers College, Columbia University) Chapter 2. Rapport Makiko Ueda Chapter 3. Motivation Christianne Roll (Florida Southern College) Chapter 4. Critical Thinking in the Voice Studio Robin Freeman (Simon Fraser University) Chapter 5. Assessment in the Voice Studio Amanda Flynn (Pace University) PART II Chapter 6. Overview of the Voice Jeanne Goffi-Fynn (Teachers College, Columbia University) Chapter 7. Practice Strategies: Developing Autonomy in Learning Colette Young (Teachers College, Columbia University) Chapter 8. Connecting the Ensemble Experience with Vocal Development Derrick L. Thompson (Kutztown University) Chapter 9. Muscle Tension Dysphonia: A Student-Centered Approach Felix Graham Chapter 10. Transgender Voice: A Student-Centered Lens for Transitioning Voices Felix Graham Chapter 11. Coconstructing Your Own Curriculum: Promoting Student Agency and Individual Voice Development Jeanne Goffi-Fynn (Teachers College, Columbia University); Chris Citera (Molloy University/CAP21); Emily Hudson (St. Ignatius Loyola, NYC) About the Authors Bibliography Index
Jeanne Goffi-Fynn is Senior Lecturer and Director of the Doctoral Cohort Program in Music at Teachers College, Columbia University.She is a member of the American Academy of Teachers of Singing (AATS) and serves with Opera America on their Singers Training Forum, Board of Overseers, and Strategic Committee. She is past president of NATS-NYC and chair of the national NATS mentoring initiatives. Matthew Hoch is a Professor of Voice at Auburn University. He is the 2016 winner of the Van L. Lawrence Fellowship, awarded jointly by the Voice Foundation and NATS. Hoch serves as Associate Editor of the of the voice pedagogy column for the Journal of Singing and Editor of the “On the Voice” column in the ACDA Choral Journal.
