Embodying singing in the choral classroom: A somatic approach to teaching and learning

Abstract

The purpose of this study was to investigate how somatic (mind-body) instruction facilitated participants' understanding of embodiment and affected their singing performance. Using an integrated case study and action research design, I, as participant-researcher, led movement lessons based on the Feldenkrais Method® that were intended to elicit a greater understanding of embodiment in relation to singing. The participants were high school choral singers and their teacher from a suburban school in the Midwestern United States. Data included participant journals, group and individual interviews, and researcher field notes. Findings suggest that theoretical and practice-oriented perspectives on embodiment provided new possibilities for the choral teacher's practice and the students' learning. From this perspective, choral music teaching is, in essence, the facilitation of embodied singing. The implications and suggestions for future research guide those interested in exploring an embodied perspective in choral music education.With the intent of improving teaching and learning in choral music education, this study investigated how somatic (mind-body) instruction facilitated participants' understanding of embodiment in singing and affected their singing performance. For the purposes of this study, embodiment refers to the unity of all aspects of human function, including mental, physical, and emotional. This perspective acknowledges singing performance as embodied experience and the role of the body in the learning process. The notion of embodiment comes from the growing discussion in the literature, both in music as well as across other academic disciplines, as well as from my

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