In-Service Teachers’ Experiences In and Perspectives Toward Undergraduate Applied Voice Lessons

The purpose of this study was to examine in-service choral music educators’ experiences in undergraduate applied voice lessons and their perspectives toward how those experiences contributed to their preparation for their current work as vocal music educators. Through an online questionnaire, participants (N = 202) responded to questions related to their undergraduate applied voice requirements and the degree to which their applied lessons informed their musicianship and teaching. Respondents generally indicated that applied voice helped teachers improve their own musical skills but did not prepare them to teach vocal technique or to work with different voice types. Open-ended responses indicated a desire for applied voice lessons to be differentiated to the needs of preservice teachers through the inclusion of more styles and genres as well as the integration of vocal pedagogy. Implications include a call for collaboration between music teacher educators and applied voice faculty, a shift away from the master-apprentice model, diversifying styles in the undergraduate curriculum, and integrating pedagogical content knowledge into applied voice settings.