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ABSTRACT
Traditional imagery in bel canto singing teaching methods appear, at face value, to be the antithesis of contemporary approaches to voice science. However, pedagogical analysis of the use of imagery, which considers the relationship between ontology, language, and practice, suggests that this is a false dichotomy, predicated on a lack of clear communication and shared aims between scientists and teachers. Imagination-based teaching strategies can be synthesized with a rigorous understanding of voice science if pedagogical and research aims are aligned and a unified language for learning is developed through collaboration between voice scientists, singing teachers, and performers. To achieve this, the field must first redefine the understanding of the nature of imagination and its application to the creation of a new scientifically accurate imagery schema.
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Jenna Brown
Jenna Brown is a mezzo-soprano, vocal coach, and music educator. As a soloist and choral singer, she works with a variety of groups on projects for stage, radio, film, and TV. Her consultancy work includes teacher training, vocal health, choral coaching, inclusive practice, and singing with children. Jenna holds an MSc from Oxford University, where she researched language for learning, and co-construction of knowledge. Originally a theologian (BA hons, Cambridge), her research interests include philosophy of mind, epistemology, and axiology. Jenna is currently undertaking an MA in voice pedagogy with Voice Study Centre, researching the synthesis of science and traditional pedagogy through imagery use.