The article documents a qualitative research project which evaluated the voice pedagogy of singing teachers in Australian tertiary institutions, particularly in relation to their use of recent voice science findings. The literature of voice science relevant to singing was surveyed and extended interviews were conducted with 50 singing teachers. Using the methodology of grounded theory, the interview data were analysed in categories identified as common to both voice science and practitioner understandings. It was clear from the results of the study that most singing pedagogy in Australian tertiary institutions is practised with incomplete knowledge of vocal physiology and acoustics, and/or misinformation with respect to some aspects of vocal functioning.
Since the results of physiological, acoustic and other scientific research conducted in recent decades constitute a valuable addition to the body of knowledge traditionally used in singing pedagogy, the study has implications for the professional education of singing teachers for the 21st century.
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