International Journal of Music and Performing Arts

Cultivating Instincts in Our Musical Theater Students with Spectral Pedagogy
Elizabeth Gerbi

Abstract
Many competitive musical theatre training programs prioritize the professional carry-over value of their teachings, and consider the immediate application of audition-ready singing, movement, and acting skills paramount. Accordingly, instructors on these faculties feel that they best serve students by indoctrinating them to the commercial realities of the industry (such as vocal and physical typing), although these directives may ultimately discourage or prevent the very sort of vocal and dramatic experimentation that ultimately allows actors to construct dynamic, layered, authentic characters. This unintended consequence may actually be worse for students who enter conservatory environments with considerable prior training, and thus have learned to perform by following the directives of teachers and coaches, mitigating their ability to make emboldened voice and character choices. This article examines the role of the voice educator in creating safe environments for experimentation, and the application of “spectral pedagogy” towards the critical deconstruction of peer performances. In addition, I provide practical guidelines to assist instructors in establishing a “workshop” dynamic in their classroom distinct from a “performance” space, which simultaneously contributes to the long-range benefit of student performers while permitting instructors much-needed latitude in their own professional development.

Full Text: PDF     DOI: 10.15640/ijmpa.v4n1a1