Abstract
ABSTRACT This research questions the lack of critical pedagogy developed for teaching prosody in the field of voice for actor training. Through interviews and literary review, I establish the lack of clear pedagogy around prosody in drama training and coordinate that with the linguistic literature on interactional linguistics. This creates an investigation of the skills voice users need for prosody. Through the lens of Critical Race Theory, my research questions what assumptions are being made through the lack of pedagogy around the skills needed for prosody. In a series of workshops and interviews this research reveals that the current lack of pedagogy reinforces white, upper middle class, Received Pronunciation (RP) or So-Called General American (SCGA) accents, and English-monolingual prosodic patterns. I also argue that this lack of pedagogy stems from the monological traditions of voice pedagogies.
Published Version
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