Boers, Geoffrey PRodgers, Jennifer M.2020-08-142020-08-142020-08-142020Rodgers_washington_0250E_21770.pdfhttp://hdl.handle.net/1773/46132Thesis (D.M.A.)--University of Washington, 2020Advancement and language in contemporary voice pedagogy have shifted significantly in the twenty-first century, and practitioners have raised concerns about updated understanding and application in the choral setting. Additionally, solo and choral voice professionals have regularly identified and deliberated over areas of divergent sound ideals and technical demands. A comparative study of contemporary language in fact-based voice pedagogy was conducted and synthesized to reflect recommended language among expert practitioners for use among all instructors of singing in solo and choral voice, followed by specific adjustments and applications needed in the choral setting. As the study progressed, two significant findings emerged: (1) aligned understanding and use of contemporary voice pedagogy is consistently found among academic choral conductors and in contemporary choral pedagogy sources; and (2) this shared understanding only partially addresses the needs and technical demands of choral singing. In response, the author defines choral and solo singing as parallel music cultures within “studied voice.” As such, further research and resources dedicated to choral voice pedagogy are defined and recommended.application/pdfen-USCC BY-NC-NDchoralchoral pedagogyconductinglanguagevoice pedagogyvoice scienceMusicPerforming arts educationMusic educationMusicThesis