Abstract

This chapter discusses a contemporary approach to teaching singing. It draws on my professional practice as a performer and teacher, and highlights the value of reflexive practice in music education (Nelson, 2013). The discussion builds on my research into contemporary vocal artistry and transformative learning in tertiary music education. My pedagogical approach is therefore both research-based and practice-led, and was recognized with a national award from the Australian Office of Learning and Teaching in 2014. The progressive development of curricula and their refinement have occurred in light of my research on subjects including: investigating contemporary vocal artistry (2010–2012) (Hughes, 2010, 2012, 2013a, 2013b, 2014); designing and implementing a vocal journal (2009–2011, 2014) (Hughes, 2010, 2015a); assessment in contemporary vocal studies (2009–2014) (Hughes, 2015a); career development in the contemporary music industries (2013–2014) (Hughes et al., 2013; Hughes et al., 2014; Hughes et al., 2016; Keith et al., 2014); and reflection and reflexivity in vocal/musical studies (2014 to present). The inclusion of student and teacher perspectives on curricular content and delivery provide additional viewpoints that help to balance author subjectivity.