Combining the pedagogical practices of classical, musical theater, and contemporary voice with scientific analysis of vocal anatomy, Boston Conservatory at Berklee's vocal pedagogy graduate program is the only comprehensive voice pedagogy program in the world for singers who wish to become teachers of singing with advanced diagnostic skills and knowledge of healthy practice and performance solutions for a variety of singing opportunities.
The program features the same rigorous training as Boston Conservatory's Master of Music in voice performance program, with the addition of pedagogy-specific coursework in anatomy, physiology, history, comparative pedagogy, and applied teaching. In addition, the Conservatory's unique relationship with the Massachusetts General Hospital (MGH) Voice Center gives vocal pedagogy students direct access to the latest advances in vocal research, rehabilitation, and technology, as well as the opportunity to interact with the doctors and speech-language pathologists who are leading the field of vocology.
Throughout the program, students explore a range of vocal teaching techniques, gain a deeper understanding of appropriate studio repertoire, learn about voice rehabilitation, and explore the relationship between voice teachers and voice therapists.
Our Students
Vocal pedagogy students are singers who are committed to helping their students develop their vocal talents and abilities with healthy vocal practices and techniques. They are inquisitive thinkers who are eager to understand the anatomical functions of the human voice in various musical styles and genres. They desire to develop a language to communicate vocal and pedagogical ideas effectively with their voice students, colleagues, and the professional voice community.
Curriculum Overview
This program features a four-semester sequence of courses in vocal pedagogy topics, such as Structure and Function for Singing, History of Vocal Pedagogy, Comparative Pedagogy, Repertoire for the Teaching Studio, and electives specific to students' pedagogical goals and individual vocal development.
Throughout the program, students receive weekly private lessons with a member of the Conservatory's esteemed voice faculty. Because stylistic versatility is a key component of the training, pedagogy students are exposed to both classical and musical theater repertoire through repertoire and diction courses, as well as through required attendance at the many vocal studio and solo recitals presented at the Conservatory.
In the final year of the program, students enroll in Applied Teaching Practicum, which includes mentored teaching and developing a personal teaching philosophy and curriculum vitae. These courses culminate in the final project, a lecture recital on a topic determined by the student with assistance from their applied instructor, and the director of vocal pedagogy.
Program Requirements
The M.M. in Vocal Pedagogy requires students to complete 36 credits, consisting of the course requirements listed below. View the Sample Curriculum by Semester for additional details.
Proficiency Requirements
Upon matriculation to the Master of Music degree programs, candidates take proficiency exams in music theory and music history. These exams are designed to identify minimum competencies in both areas reflecting a typical undergraduate preparation in music. Any deficiencies revealed by these exams must be corrected within the first year in residence through successful completion of prescribed review courses in ear training, harmony, or music history.
Upon successful completion of the M.M. in Vocal Pedagogy, students will:
recognize and accurately diagnose vocal faults in their students and effectively address them employing the tools and skills discovered through the study of structure and function of the vocal mechanism as well as historical and current pedagogical approaches;
select and assign age- and level-appropriate repertoire to address specific technical challenges in their students;
produce a range of vocal sounds appropriate to classical music and musical theater, both in their own singing and as demonstration tools in teaching;
tell stories through song in all sung languages easily and fluently, demonstrating translation skills and the ability to analyze poetry, and to deliver text in ways that are expressive and meaningful using skills gained in Performance Seminar, graduate-level diction courses, and repertoire coaching;
expressphysical artistry in any performance setting through an easy use of the body drawing on work in performance skills courses, elective acting and movement classes, and Alexander Technique;
research, perform, and appreciate the music of living and underrepresented composers;
market and establish themselves whether in a private studio or an institutional teaching position, where they will instruct students in a wide range of styles; and
envision andcreate a musical life that is best suited to their skills, interests and personal mission.
Your Future
Graduates of our vocal pedagogy program have brought their teaching and performance expertise to numerous music programs through a wide range of performance opportunities, fellowships, and faculty appointments.
