Neuroscience-based Vocal Pedagogy

Neuroscience-based vocal pedagogy

Heidi Moss Erickson, B.A.Bio, B.Mus.Voice, M.Sci.

Research on the neurobiological underpinnings of vocalization is growing at a rapid pace. Scientists from varied disciplines contribute to this field, elucidating the process from diverse angles such as evolutionary biology, molecular biology, genetics, neuroscience, and social science. It is essential that singers, pedagogues, and voice scientists capitalize on this wealth of data outside of our own field to greater understand our instruments.

An integrative viewpoint of how and why we sing can refine the art of vocal pedagogy, demystifying long-held myths, and yield greater vocal efficiency: making singers better faster.

The goal of this lecture is to bridge the divide between traditional voice science and pedagogy with the most current research from other disciplines.

Specifically, we will explore:

1. Vocal Learning: audiation and mimicry
2. How to learn coloratura and riffs via patterns
3. The importance of getting off the page and strategies to make written music more ‘singer-brain’ friendly.
4. Using gesture to improve vocalization (and why it works!)
5. Pitching strategies
6. Reframing breath: a valve based system
7. Character and emotion: playing with opposites
8. Distraction as a tool

Vocal pedagogy should be a dynamic process, and the hope is that this exploration will encourage singers and teachers to think outside the box. Given the rapid pace of neuroscience research, dogmas can actually change in a short amount of time resulting in paradigm shifts that can be small or seismic. To that end, it is important to keep up to date on current trends via primary papers and taking note of the diverse minds in the field. We will finish the lecture with a bibliography of the wonderful scientists working on the neuroscience of vocalization.