Vocal pedagogy : step towards trusting that which we are not aware of : an interdisciplinary view

Abstract

This investigation deals with the process of learning the skill of vocal production for singing in bel canto, taking into consideration the circumstances of the vocal system whose external consequences of action are not available to visual perception, but mainly to aural. Part A of this inquiry develops a context for vocal pedagogy including 'what is bel canto', the mechanics of the vocal system and an introduction to the science of vocal art which describes the controversies in the development of vocal pedagogy. Part A lays the ground for Part B, which deals with the 'conceptualisation of the learning process in vocal pedagogy'. Part B observes the process of embodying knowledge in skill development as well as the tacit nature of skills. Since the knowledge of skills cannot be explained completely in words, importance is placed on the socialisation between the experienced master and the inexperienced apprentice. In this context, we have inferred that the concept of imitation in vocal pedagogy is invalid and considering the double correspondence problem that characterises vocal pedagogy, socialisation is seen to be the key to knowledge creation - that is, vocal skill development. In conclusion, the more appropriate approach to our educational system, in contrast to a more academic approach, needs to be based in a 're-search' paradigm that depends on a 'learning by doing' ethic, with socialisation being placed at the centre of this model for knowledge development. This model may even prove to be a way in which education can alter cultural attitudes. Finally, future research in vocal pedagogy may be best directed towards an investigation into the action-perception link as a focus of training.