Delaying voice classification: Developing a flexible pedagogical fluency for the 21st century singer

The purpose of this doctoral thesis was to discover the possible benefits of delaying female fach (voice part) assignment and illustrates the importance of adopting a more flexible pedagogical methodology as changes occur in the realms of vocal demand, singer identity, and genre development. It also suggests a possible pedagogical path, which can be used to aid in the development of these singers. This Pedagogical Flexibility Fluency can also be used to assist female singers who currently identify as mezzo-soprano or soprano and are interested in finding their most natural and authentic voice. This is accomplished by using centuries of historical precedence, combined with data gathered by expert pedagogues and other music professionals. Findings revealed that delaying voice part assignment is physically, psychologically, and professionally beneficial to adult females whose voices do not easily fall into the category of either soprano or mezzo-soprano. Experiences in the voice studio were overwhelmingly positive when flexible pedagogical methods were used, especially in regard to cross-training the voice. Singers who participated in training that used repertoire and vocal techniques gathered from multiple genres felt well prepared for the rigors of a 21st century singing career. They also self-assessed that their voices felt physically stronger and more flexible after this interdisciplinary type of vocal study, which provides a more flexible pedagogical method than is usually offered in university level voice training. The use of primal sound and authentic voice is advocated to assist singers in tapping into their most authentic voice, including those who believe they are zwischenfach. Singers want the opportunity to fully develop their instrument and work with pedagogues whose pedagogical methods facilitate their growth into a complete vocal artist.U of I OnlySchool of Music polic