JOS On Point

Mobile Apps and Biofeedback in Voice Pedagogy

Voice teachers, students, professional singers, and voice scientists share a single goal: to lead singers in a healthful and aesthetically pleasing way to find their authentic voice. A targeted integration of technology as a part of a pedagogic toolbox can aid teachers and students in important ways. In her article, “Mobile Apps and Biofeedback in Voice Pedagogy,” published in the March/April issue of the Journal of Singing, Heidi Moss Erickson shows how biofeedback, a scientifically proven process, can be used with maximum effectiveness.

JOS_077_04_2021_485.pdf (application/pdf, 1372.2 K) posted at 3:46 PM, March 5, 2021

Motor Learning and Teaching Singing: An Overview

Motor learning researchers in various disciplines have highlighted principles of how we teach, including motivation, perceptual training, modeling, instruction, and feedback, and important components of learning such as autonomy and internal reference-of-correctness. In their article, “Motor Learning and Teaching Singing: An Overview,” published in the May/June issue of Journal of Singing, Laura Crocco and David Meyer present an overview of these principles, recommendations for applying them in teaching, and what recent research suggests about current use of these principles in one to one singing lessons.

JOS_077_5_2021_693.pdf (application/pdf, 362.5 K) posted at 4:05 PM, August 5, 2021

Musical Selection in Western Classical Academic Voice Studies: Does Composer-Singer Identity Alignment Matter?

In the January/February 2025 issue of the Journal of Singing, co-authors Paul M. Patinka and Zipporah Peddle explore the questions of “Musical Selection in Western Classical Academic Voice Studies: Does Composer-Singer Identity Alignment Matter?” Through the results of their own qualitative study in which three faculty-student pairs worked on repertoire whose composer shared a cultural minority identity with the singer, they explore themes that emerged from their study, using the subjects’ own words to inform their reflections on the potential of singer-composer identity alignment to spark both inspiration and exploration in the voice studio

JOS-081-3-2025-285.pdf (application/pdf, 329.7 K) posted at 12:35 PM, February 24, 2025

Nasality Deconstructed

In any discussion concerning nasality, many confusing terms arise, such as nasal resonance, twang, velopharyngeal opening (VPO), and nasalance. It is clear, however, that nasality does not often coincide to its perceptual characteristics. In “Nasality Deconstructed,” published in the March/April 2020 issue of Journal of Singing, singer, voice teacher, and researcher Nicholas Perna distills some of the more recent information regarding nasality and presents a foundation for the framework that nasality involves multiple issues, rather than a singularly caused event.

JOS-076-04-2020-429.pdf (application/pdf, 199.6 K) posted at 8:20 AM, May 19, 2020

NATS Visit AATS: Pedagogy-Informed Voice Science: An Essential Partner to Science-Informed Pedagogy

In the May/June issue of the Journal of Singing, “NATS Visit AATS: Pedagogy-Informed Voice Science: An Essential Partner to Science-Informed Pedagogy,” authored by the American Academy of Teachers of Singing (AATS), appears as an update of their previous paper, “In Support of Fact-Based Voice Pedagogy and Terminology” (2014). AATS urges “an integrated approach to voice pedagogy requiring both scientific research and voice practitioner insight,” noting that through interdisciplinary collaboration, “voice practitioners and researchers mutually enhance both the validity and applicability of voice science.” This paper will be presented at the upcoming International Congress of Voice Teachers in Toronto, Canada, July 31-August 31.

JOS-081-5-2025-505.pdf (application/pdf, 550 K) posted at 2:08 PM, May 12, 2025

More documents

All 179 documents

>> Back