Creative frustration in classically trained singers

Abstract

This dissertation explores creative frustration in classically trained singers, examining its manifestation, impacts, and coping mechanisms within the artistic and creative process. Semi structured interviews were conducted with 15 classically trained singers, encompassing diverse backgrounds and professional stages. The study's theoretical underpinning draws from established models of the creative process, incorporating insights from Wallas (1926), Sawyer (2013), and Sapp (1992), among others. The findings reveal that creative frustration predominantly arises during the character interpretation and rehearsal stages, often triggered by technical challenges, directorial conflicts, and the high expectations inherent in classical vocal performance. The emotional and physical manifestations of this frustration are profound, affecting both the personal well-being of the singers and their artistic output. The study highlights a range of coping strategies, including collaborative consultation, technical mastery, and emotional resilience. These approaches not only mitigate the adverse effects of frustration but also contribute to the artistic growth and professional development of the singers. This research contributes to the understanding of the frustrations that are met with by classical singers during the creative process, offering valuable insights for the singers themselves, as well as for pedagogical educators or vocal coaches, and pedagogical methods. It underscores the importance of addressing creative frustration in pedagogical contexts and suggests pathways for supporting singers in transforming frustration into a catalyst for artistic development.