Insights, Considerations, and Suggestions for the Practitioner-Researcher in Voice Studies

ABSTRACT

This article provides a first insight to practitioner-research for the vocal pedagogue interested in exploring their practice from a scientific perspective. It is intended to contribute to a growing field of methodological academic support for the voice practitioner interested in expanding their knowledge and skillset via research means. It acknowledges the ever-growing need for research-based practice in pedagogy—both freelance and institutional—and recognition of the rigor–relevance debate. The article then takes the reader through the process of refining research methodology suitable for a likely qualitatively based project. In doing this, a variety of paradigms, methodologies and methods are considered. Other lenses are explored as a framework within which to examine narrative data. Ethics and obstacles related to insider-research are examined, including the pros and cons of participant observation. The value of interdisciplinary collaboration is discussed, and the benefits of the practitioner-researcher’s experiential and practical expertise is promoted, particularly regarding reflective practice.

KEYWORDS:

• practitioner–researcher
• paradigm
• methodology
• reflective practice
• insider-research
• interdisciplinary

Acknowledgments

The author would like to thank Deborah Winter and Dr. Trish Rooney for their constructive feedback on an earlier draft of this article, and their ongoing encouragement to seek publication.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. The problem of sex bias in scientific studies is too large a topic for the scope of this article to encompass, but see, for example, Sugimoto et al. (2019), Mogil (2020), Shansky and Murphy (2021).

2. Some of the papers here referenced examine the use of Acceptance Commitment Training on performers/by voice teachers and are authored by therapists alone; others examine the same phenomenon and are coauthored by therapists and pedagogues. They illustrate the interdisciplinary nature of subject and authorship.

Additional information

Notes on contributors

Sophie Scott

Sophie Scott (MA English, PG Dip vocal pedagogy, PG Dip acting) is Lecturer in vocal pedagogy, Voice Study Centre, and Associate Lecturer, University of Wales Trinity St David. She is a Sustained Dialogue Moderator and runs a private practice as a vocal, performance, and executive coach, and editorial consultant. Her work connects voice across concepts: as written and voiced communication, speech and singing, and identity. An alumnus of Cambridge University, The Oxford School of Drama, and University of Wales Trinity St David, her research focuses on voice as a relational resource, talk-in-action (conversation analysis), and the liminality of authentic performance.