Abstract
This article investigates the application of pedagogical techniques from musical theatre to the presentation of art song within coached and peer learning contexts. Three university music students were coached on art songs from the classical vocal repertoire in an open workshop by a professor with extensive experience of musical theatre vocal coaching. Thematic analysis of qualitative data from the participants reveals the impact of the coaching on areas including movement, gesture, gaze, stance, musical structure, text, analytical memory, and communicating the work. Techniques employed by the leader to establish and maintain a safe space for this coaching are delineated, with discussion of students’ subsequent peer learning and implications for vocal pedagogy.
| Original language | English |
|---|---|
| Journal | Arts and Humanities in Higher Education |
| Volume | Digital special issue |
| Publication status | Published - Aug 2016 |
| Event | The Reflective Conservatoire - Guildhall School of Music and Drama, London, United Kingdom Duration: 26 Feb 2015 → 1 May 2015 |
Keywords
- Musical theatre
- vocal pedagogy
- interdisciplinary coaching
- peer learning