Survey of University Acting Majors regarding the Most Useful Elements of Singing Training

Abstract

ABSTRACTA three-semester singing course devised for university acting majors had a three-fold focus: (1) performing songs, (2) basic music theory/sight reading, and (3) basic vocal pedagogy (anatomy, technique, wellness). After 4 years of the course, 59 students who completed at least one semester completed a survey assessing which elements of the curriculum were most useful as preparation for subsequent auditions and performances. Respondents indicated that, while enrolled in the courses, they perceived performing songs to be the most useful element (44.1%), followed by music theory (39.0%) and vocal pedagogy (17.0%). After completing at least one semester, these results inverted, with vocal pedagogy perceived to be most useful (40.7%), followed by music theory (32.2%) and performing songs (27.1%). This trend increased as students were further removed from the course. Therefore, most students initially felt best served by performing songs and, as time progressed, they saw greater value in vocal pedagogy and music theory as preparation for professional pursuits. However, students most often reported that they would increase the amount of performing songs (57.6%) and decrease the amount of vocal pedagogy (50.8%). The article discusses these results in terms of curriculum and future research.