ABSTRACT
The author considers best practices for singing through “science-informed” voice pedagogy, historically built on the twin pillars of physiology and acoustics, and cognitive science. This third pillar is explored through the field of motor learning (ML), first by way of “Deliberate Practice”, from both teachers’ and learners’ perspectives, then via feedback. The author argues that during a voice lesson, singers receive five sets of information simultaneously that are in conflict with one another and create cognitive. The author holds that cognitive dissonance requires cognitive solutions and proposes a “recipe for resolution” that includes empathy and emotion.
