In partnership between the Welsh Institute of Work Based Learning and the University of Wales (Trinity St David) and Voice Workshop Ltd.
The MA Professional Practice (Voice Pedagogy) is a partnership between the Welsh Institute of Work Based Learning, University of Wales (Trinity St David) and Voice Workshop. This innovative postgraduate pathway enables the academic study of vocal pedagogy and facilitates the research of new areas of learning. The modules allow for the design and implementation of new initiatives which seeks to contribute to an individual’s practice, organisation and professional network.
This MA combines technical voice teaching with focussed essays and individual research projects.
All voice stimulus days are taught by leading specialists and students enabling theoretical research with practice-based application to be combined. The course is part-time and is carefully structured to fit into a teacher friendly timetable.
Vocal Pedagogy Training
Who can take the course
This will be achieved through a taught element delivered by a combination of leading lecturers in the field of voice.
The aim of the process is to provide a comprehensive understanding of the vocal mechanism and how it applies to the teaching of singing. It is designed to enable anatomical information to be applied in a practical context within either the private studio or classroom setting. It seeks to empower teachers with both a thorough knowledge of vocal pedagogy as well as a set of practical tools that can be used to enhance teaching. This course facilitates the exploration of a diverse and often conflicting field. You will be able to carve out your own pathway and draw your own conclusions.
It is ideal for those who are working as vocal coaches/singing teachers or for those from a music background who wish to gain a firmer understanding of vocal pedagogy.
Below is the provisional course structure and dates may change:
This MA is divided into two stages:
An MA is a lengthy commitment spanning several years of intensive work which needs to be combined with a demanding professional life and family commitments. For this reason, we advise you to enrol on the PGCert and then continue onto the MA and the pathway is available below.
Below is the timetable for the MA – Enrolment will take place in June. Please note that changes may be made to both personnel and dates due to such advanced scheduling.
The course will consist of a number of formative and summative assessments. The formative assessments are crucial to developing your written skills and they also provide an academic knowledge base. They feed into the summative assessments which form part of the final accreditation. All assignments are an integral part of the course and both forms of assessment are interdependent in terms of their relationship.
This postgraduate pathway will provide you with a number of opportunities to develop your research interests. It is common for students to change direction while they are exploring different pedagogical areas. The formative assessments allow for such development whilst building key academic, level 7 skills.
This will consist of a 3,000-word assignment on any subject area of your choice. You will be provided with a range of titles but there is also freedom to choose if you prefer. The assignments are designed to explore theory, design strategies and link them directly to your teaching studio.
1. Professional Learning Journal - 15 credits - 4,000 words
The purpose of this portfolio is to demonstrate the technical skills gained during your learning both on the course and in your workplace. You will demonstrate a wide range of advanced techniques and will draw on a wide range of information sources. Through the process of critical reflection, the portfolio is an opportunity for you to evaluate your learning experience and consider your plans for future learning and research.
2. Research Proposal - 15 credits - 4,000 words
This research proposal examines relevant research methodology and critically examines how it can be used in a proposed area of research. You will explore a number of methodological approaches for research in work-based settings and a range of research techniques appropriate for gathering data will be evaluated.
You will draw on your formative assessments to identify an area of interest.
3. Work Based Learning Project - 30 credits - 8,000 words
This is where the research proposal is put into action and reported. You will also present your work to a panel and your peers during a study weekend.
Examples of Professional Practice projects previously undertaken have involved strategies for working with aging voice, the importance of alignment in belt voice, the creation of a postural methodology, warm-ups for music directors, the development of practice aids, song-writing as a support tool, breathing methodology for the triple threat performer, the development of performance anxiety strategies and the use of acting pedagogy as a vehicle for teaching group singing.
4. Independent Study – 30 credits 9,000-words
This will enable you to pursue an independent learning topic in an area of your choice. You will be required to develop an advanced knowledge and understanding of a specific complex area within the area of vocal pedagogy or a related practice. You will demonstrate an advanced ability to develop a personal study programme and engage in an independent and critical evaluation of your chosen field of study.
5. Coaching and Mentoring module - 30 credits 8,000 words
This module will develop your skills and their expertise and credibility in the fields of coaching and mentoring. This is ideal for singing teachers who often work in a one to one setting with students. The purpose of the programme is to give individuals a sound basis in coaching and mentoring practice allowing them to become competent workplace coaches.
6. Work Based Learning project - 60 credits - 15,000 words
This final project will enable you to pursue an independent work-based learning project which is relevant to your field of practice and is approved by your tutor. You will negotiate a substantial and methodologically sound investigative study and you will analyse, interpret and critically evaluate and report relevant research data. Future actions based on the findings will be assessed and the impact of the study on your own development will be assessed.
A study weekend whereby your research is presented to a panel will be required. This also forms part of the 15,000 word count.
Dr Jenevora Williams is a passionate pedagogue and a leading exponent in the field of vocal health and singing teaching. She was the first singing teacher to be awarded a PhD in voice science in the UK, and won the 2010 BVA Van Lawrence Prize for her outstanding contribution to voice research. Her book and DVD Teaching Singing to Children and Young Adults has sold several thousand copies worldwide.
As voice science is a relatively young discipline, she has engaged in pioneering work at a grass roots level through the delivery of innovative lectures on Vocal Health, Performance Anxiety, Vocal Pedagogy, Teaching Young Singers, Voice Acoustics, and Teaching Studio Communication Style. She has worked for bodies such as the British Voice Association, British Association for Performing Arts Medicine (BAPAM) and the Association of Teachers of Singing.
She also wrote the first Vocal Pedagogy syllabus for a university-accredited MA. Some of her teaching work is in vocal rehabilitation; she offers guidance for singers who may have challenges with vocal health or technique. Jenevora’s PhD research looked into the vocal health of intensively trained child singers.
He is a Chartered Engineer (CEng), Fellow of the Institution of Engineering and Technology(FIET), Senior Member of the Institution of Electrical and Electronic Engineers (Senior MIEEE), and Fellow of the Institute of Acoustics (FIOA). David’s innovative research explores the links between creativity and engineering through music technology both as an academic and an accomplished musician.
He is a choral director, choral singer, organist and a founder member of the York Centre for Singing Science.
Dane's clinic-based research into the physiology of Primal Sound in contemporary singing styles, pedagogy, and endoscopic assessment of singing voice disorders are being used by singing teachers, speech therapists and choir directors across the UK. This work has been presented at many national and international voice conferences over the last twelve years. Dane has been a Director of the British Voice Association for 10 years and was President from 2015-2016. He is also a member of the Medical Committee of the British Association for Performing Arts Medicine (BAPAM) and the Musicians Wellbeing Advisory Board of Help Musicians UK. He formerly held the positions of Associate Professor of Vocal Rehabilitation at Leeds College of Music, Senior Lecturer in Pop Voice at the Royal Northern College of Music, Teaching Fellow at LIPA and Lecturer in Voice at University of Salford.
Dane has written chapters for TC-Helicon's The Ultimate Guide to Singing: Gigs, Sound, Money and Health; The Singer/Songwriter Handbook (Bloomsbury 2017); the second edition of Compton Publishing's The Voice Clinic Handbook; and his book Primal Voice in Pop, Rock and Theatre will be available soon.
Dane enjoys working with professional and developing singers from all genres, especially ones with difficult cases of voice trouble.
Ron is in demand both nationally and internationally as a speaker at conferences, workshops and summer schools having presented on numerous occasions for Classical Voice Training, British Voice Association, to the Pan European Voice Conference (PEVOC), the Australian National Association of Teachers of Singing (ANATS) and to the Association of Teachers of Singing (AOTOS) in the UK. Ron has been a guest tutor at the Aberystwyth Music Fest and Summer School as well as working with choristers from St Paul’s Cathedral London, Canterbury Cathedral and King’s College Cambridge. Ron also works annually within the Vocal Department at the Guildhall School of Music and Drama where his work is focussed on breathing, articulation and vocal pedagogy. He has recently obtained a Lectureship in Vocal Pedagogy and Health at the Queensland Conservatorium of Music Griffith University.
During a sabbatical at the University of Manchester in 2008 she was responsible for the overhaul of the Masters in Educational Leadership and in 2010 Annette moved to Middlesex University where she was Head of the faculty for the Professional Doctorate where she has supervised over twenty coaching doctorates and ran the Work and Learning Research Group. She is currently principal investigator for an EU funded pan-European project on the Modern Doctorate and recently took up the post of Head of the Wales Institute for Work Based Learning at Trinity St David University of Wales where she is pursuing her passion for the facilitation of professional development of individuals.
A degree or a degree equivalent qualification is preferred. We do accept ABRSM, Trinity and LCM exams providing there is some academic content. Please do still make an enquiry if you do not have the relevant qualifications. We will consider each case individually and we may ask you to complete some written work or complete the Advanced Anatomy for the Voice Professional certificated course.
Course fees are all non-refundable and must be paid in accordance with the fee schedule below:
In the unlikely event that the course does not run, all fees will be refunded to you.
Total fee of PG Cert Professional Practice (Voice Pedagogy) course is £2995 (VAT Inclusive)
All fees must be paid before the start of the course.
The remaining cost of the MA will be £5,000 (VAT inclusive) and this will be confirmed in due course.
SLC funding is not available for the PGCert but previous students have been successful with funding applications when they advance onto the MA. Please be aware that the Student Loans Company devises its own rules and this may be subject to change. The SLC pays three instalments per year but all fees must be paid at the start of the course regardless of the instalment process.
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