Investigating the Voice Teacher’s Approach: An Australian Perspective

© 2019 Heather FletcherThis thesis investigates the background, training, and teaching practices of exemplary classical and music theatre voice teachers working in Australia. Through mixed methods data collection, this thesis aims to identify common characteristics in self-reported and observed approaches taken by voice teachers. Psychological underpinnings in their teaching practices are identified, specifically in how they contribute to the teacher’s overall approach to teaching singing. Associations between these traits, along with teacher training and experience, are considered in how they influence the achievements of their students. Analyses are triangulated to offer a comprehensive understanding of the voice teacher’s approach. The first study investigated 13 voice teachers’ perceptions of their pedagogical practices through face-to-face interviews. Findings indicate that these teachers adopt an individualised approach, seek clarity and comprehension, and support their students’ independent learning practices. Their approaches are largely informed by their own pedagogical influences and a love of teaching. Empathy and leadership were also identified in the teachers’ self-report of their practices. The second study expanded to include 123 participants through an online survey exploring associations between teacher training, background, empathy, and leadership and the success of their students. Findings demonstrated significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Teacher leadership, specifically training facilitation and positive feedback, and teacher empathy also positively influence student achievement. The third study investigated the observed practices of seven classical and music theatre voice teachers in the context of delivering one-to-one lessons. Findings indicate that these voice teachers demonstrate empathy and transformational leadership in the one-to-one lesson context. These traits are critical ingredients to the successful communication of their extensive technical knowledgebase in an individualised manner. The teachers adapt their theoretical and practical knowledge to the individual student through an empathic and facilitative framework, drawing conclusions about the student through intimate, finely tuned, and constant verbal and non-verbal exchanges taking place throughout the lesson. Clear communication that honours both the teacher’s methods and the student’s individual needs is established in the initial, formative lessons. A strong student-teacher relationship then develops throughout their tuition whereby rapport and trust are established through an ongoing empathic response and a transformational style of leadership. In addition to learning how to sing through a vocal regime specific to their physical and developmental needs, the student is encouraged to explore their own independent learning practices through achievable goals with the ongoing support of their voice teacher. These findings offer new understandings of the voice teacher in Australia. A theoretical model has been developed for examining modern-day voice pedagogy practices