Keep it Clean! A New Approach to Imagery in Singing Pedagogy

ABSTRACT

As the debate over the place of imagery in scientifically informed singing teaching continues, proponents of imagery-based methods continue to seek strategies for its validation. This article argues that the continued dominance of patriarchal systems and quantitative methods bias in voice pedagogy significantly reduces efforts as they perpetuate a hierarchy of knowledge that neglects the importance of personalized, embodied learning. To address these concerns and improve imagery-use, this article proposes an updated, person-centered approach to imagery based on “Clean Language Coaching.” Aligned with current understandings of personalized, embodied, and experiential learning, a “Clean” approach to imagery necessitates a shift in attitudes surrounding the teacher-student relationship. Such a shift can be achieved by embracing a feminist paradigm for learning that values student knowledge as highly as “expert” knowledge. It is argued that a Clean Language approach to imagery can provide a practical epistemology, leading to a revitalization of traditional imagery strategies through meaningful, personalized experiential learning.

KEYWORDS:

• Singing
• voice
• imagery
• science
• pedagogy
• coaching
• psychology

Acknowledgments

The author wishes to thank Dr Motje Wolf for her initial conversations on clean imagery, and Debbie Winter and Samyukta Ranganathan for their comments and feedback on draft manuscripts.

The research took place while the author was affiliated with Voice Study Centre, Surrey, United Kingdom and University of Wales Trinity St David, Carmarthen, Wales.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Jenna Brown

Jenna Brown is a British classical mezzo-soprano, singing teacher and voice rehabilitation specialist. She is a Fellow of the Royal Society of Arts and runs Bristol Voice Care in the UK, alongside maintaining her performance career. Originally educated at Cambridge University, Jenna holds an MSc in teaching and learning from Oxford University, and an MA in voice pedagogy. She is currently a doctoral researcher at University College London. Her work takes a multi-disciplinary perspective uniting the humanities, arts, and voice science to examine the role of imagery in voice pedagogy and rehabilitation.