Abstract
Abstract: Most music degrees focus on developing successful performers in lieu of developing proficient voice teachers. While they may take one voice pedagogy course as part of their curriculum, most singers do not receive focused training in educational principles. This article presents (1) a foundation for designing learning objectives using Bloom’s revised taxonomy, (2) a rationale for using a flipped pedagogy model, and (3) case study examples for using these models within a voice pedagogy curriculum. This framework develops and refines both marketable voice teaching abilities and so-called “soft skills” for musicians enrolled in voice pedagogy courses.
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