Evolving the Master-Apprentice Tradition: A Pathway Back to a Student-Centered Pedagogy

Abstract

This article explores one of the oldest structures of formal education, the master-apprentice tradition, and how it has both persisted and evolved in the Western classical singing community in both name and practice. By studying the history of the master-apprentice tradition, contemporary pedagogues may contextualize their current practices while considering modifications that may yield a more student-centered pedagogy. The master-apprentice tradition is rooted in the experiences of the master. This teacher-centered pedagogy establishes a clear hierarchy of power in the teacher-student relationship. From an inferior position, students may become dependent on their teachers and ultimately silence their own technical and artistic instincts. Student and teacher interaction play a crucial role in the development of a student’s concept of self and their agency to embrace autonomy. Teachers and students often assume the dependent relationship of the master-apprentice tradition as it allows them to fulfill roles they understand, and earnestly continue to honor traditions established by the singers and pedagogues of the past. The period from the late nineteenth to the early twentieth century is often regarded as the “golden age” of Western classical singing. During this time, Manuel Garcia II, Mathilde Marchesi, the Lamperti’s, among others, codified much of the bel canto technique that continues to resonate throughout voice studios today. Much of the research concerning these revered pedagogues focuses on what they taught, but not how they taught. However, writings of the “golden age” pedagogues and their students infer that their primary focus was on the individual and independent development of each student. The teacher often relinquished the traditional role of “master,” and assumed the role of mentor and co-learner. By examining the how, contemporary pedagogues may realize adjustments in their teaching that honor and build upon the knowledge and experiences of students, ultimately devising a more student-centered pedagogy.