ABSTRACT
Throughout this book I have advocated that conductors can influence their singers in more ways than they might realize. We have looked at the way teachers and conductors can provide human-compatible and human-antagonistic learning situations. We have explored the way language and non-verbal communication, including conducting gestures, contribute to intended musical outcomes, especially in terms of vocal timbres and expressive singing. We have also considered aspects of rehearsing, attending to theprinciples and strategies thatprovide anappropriate learning environment for creating and feeling safe in the singing context. I would now like to attend to some aspects of vocal development and vocal health from the conducting perspective, areas that I believe conductors can influence, for good or for bad, by their verbal language and gestures.
