Bridging Research and Practice in Voice Pedagogy: A Call for Sustained Scholarly Literacy Among Voice Teachers

Abstract: In this article, associate editor Justin John Moniz calls for sustained scholarly literacy among voice teachers, highlighting the importance of bridging research and practice in voice pedagogy. Beginning with García’s pioneering use of the laryngoscope, the author traces a historical trajectory of science-informed teaching and emphasizes its relevance for today’s versatile singers. Drawing on recent contributions to the Journal of Singing and related scholarship, it explores motor learning, acoustics, and evidence-based frameworks, offering practical strategies for teachers to integrate research into studio practice. Ultimately, the article argues that ongoing scholarly engagement enriches tradition, elevates pedagogy, and better equips singers to thrive across genres.