Practices and Perspectives of Carnatic Singing Teachers on Vocal Health Education: An Exploratory Study

Introduction. Carnatic singing is an intricate art that demands comprehensive vocal health education to prevent voice problems among students. This study aimed to explore the vocal health education provided by Carnatic singing teachers to their students, along with their perspectives on vocal health education. Methods. Fifteen Carnatic singing teachers were interviewed using a qualitative phenomenological research design that employed semistructured interviews. The raw data underwent inductive analysis, resulting in meaningful concepts and themes, which were subsequently analyzed and discussed. Results. The teachers emphasized the importance of regular singing practices, understanding basic musical fundamentals, and proper techniques. However, they provided limited explicit vocal health education on the basis of scientific knowledge. The teachers admitted students from a diverse group, with younger children being screened for interest, ability, and aptitude before active training. Traditional exercises and home remedies were recommended for voice issues, with referrals to medical professionals only at advanced stages. All the teachers expressed interest in receiving education on vocal anatomy, physiology, and preventive voice care strategies from speech-language pathologists. Conclusion. Carnatic singing teachers acknowledge the importance of vocal health education but provide inconsistent and insufficient training. Carnatic singing teachers prioritize skill development over explicit vocal health instruction. Therefore, comprehensive programs integrating scientific knowledge with traditional practices through collaboration among singing teachers, speech-language pathologists, and voice culture trainers are recommended to promote better vocal health practices in Carnatic singing students.