Examining the empathic voice teacher

Abstract

Empathy enables successful communication and connection between teachers and their students, yet few studies have investigated its specific use in teaching singing. Addressing this gap, we interviewed voice teachers to discover how they articulate their pedagogy in terms of empathic practices and observed one-to-one lessons for evidence of the same. A sample of 27 classical and music theater voice teachers in Australia (70% females, 30% males), aged 35 to 75 years old ( M = 55) were interviewed. Of this cohort, seven teachers were observed in their one-to-one teaching practices. Interviews and observations were analyzed using Interpretative Phenomenological Analysis. Results indicated that voice teachers tailor their practices to the needs of students and demonstrate characteristics of teacher empathy identified in previous literature: effective communication, positive relationships, care, welcoming learning environment, trust, morality, and listening. Empathic teaching facilitates an individualized approach in which singing students are supported and motivated in their own autonomous learning environment. These findings have implications for voice pedagogy that features the use of empathy to benefit future students.

Editorial

“…Findings also hold implications for music educators in school, studio, and community settings wishing to develop inclusive concerts and recitals as part of their professional practice. In relation to the teacher-student relationship, Fletcher et al (2024) explore how vocal teachers can cultivate positive, moral, caring, and trustworthy relationships that support learning in Examining the empathic voice teacher. Their study conducted across both classical voice and musical theatre found that voice teachers tailor lessons according to student voice type, ability, repertoire demands, vocal history, and personal circumstances.…”