Vocal Science as the Basis of a Non Genre-Biased Vocal and Choral Pedagogy

Abstract

At the August 2020 California Choral Association Choral Summit, Dr. Rollo Dilworth argued that American music education “continues to be problematic and in some ways antithetical to the principals of inclusion, equity, and access” (Dilworth 2020, 1). He calls upon the profession to “chart a new vision of choral music education” that is “a truly inclusive, equitable, and accessible art form” (1). He challenges educators to develop a broader approach to voice training to replace the historically Eurocentric pedagogical lens through which students are assessed and taught. American history reveals that separate is often not equal. Our vocal-choral pedagogical approach at Saint Mary’s College of California (SMC) challenges stylistic separatism, breaking down the historical silos of style that elevate one pedagogy over another, or at least pose obstacles for singers wishing to explore a broad palate of genres. This article outlines the “non genre-biased” approach we have developed at SMC using vocal sciencebased pedagogy to teach a broad spectrum of choral-vocal timbres and genres. We find this approach to be a productive alternative to the bel-canto or “classical” methods Dr. Dilworth cautions as posing negative consequences, and to resonate with national efforts to address diversity, inclusion, and access.