Abstract: This article explores the role of educational philosophy in voice pedagogy. Drawing from the Journal of Singing archives to connect with historic conversations, the author defines a philosophy of vocal education in juxtaposition with vocal function. Next, the author surveys music education literature and guides readers toward developing their own philosophy of vocal education. Finally, the author offers strategies for exemplifying a philosophy of vocal education and connecting theory with practice.
Paul M. Patinka (Sun,) studied this question.