This article explores the source of inconsistent and unemotional performances by voice students in higher education music programs. The emphasis will be on how to address this through vocal instruction. Many varying approaches to vocal instruction exist in higher education programs which appear to prolong inconsistency and unengaged performing. The research explores several existentialist principles of Jean-Paul Sartre and how these principles may inform and enhance current vocal teaching practice in higher education and perhaps better prepare new voice teachers. The following article will consider the effectiveness of the application of Sartre’s existentialist principles and how they may inform vocal instruction and improve vocal development.
|Keywords:||Vocal Instruction, Freedom, Responsibility, Facilitation, Artistry|
Instructor, School of Music, Acadia University, Bedford, Nova Scotia, Canada