Course Syllabus

Syllabus in PDF Format:

S26 MUS 491-591 Voice Pedagogy.pdf

Course Logistics

Course Title: Voice Pedagogy
Semester and Year: Spring 2026
Undergraduate Course Number: MUS 491, Section 01 (4813)
Graduate Course Number: MUS 591, Section 01 (4814)
Catalog Description: Anatomy of the singing process; methodology of teaching voices in various learning and teaching styles. Credit not granted for both MUS 491 and MUS 591. Offered at 400 and 500 level.
Credit Hours: 2 credits
Prerequisites: None
Meeting Location: Kimbrough 346
Meeting Times: Mondays, Wednesdays, and Fridays, 11:10-12:00pm

Instructor Information

Course Instructor: Dr. Matthew Myers (he/him/his)
Office Location: Kimbrough 343
E-mail Address: matthew.myers1@wsu.edu
Office Phone: (509) 335-3973
Please use e-mail to contact Dr. Myers.
Student Hours:
Mondays, 10:10-11:00 AM
Wednesdays, 2:10-3:00 PM
Thursdays, 1:45-2:45 PM

Additional hours available by appointment:
Please provide an e-mail request at least 48 hours in advance if you would like to schedule an alternate appointment time.
Please provide the times when you are available to meet and indicate if you would like to meet in person or over Zoom.

Required Texts and Materials

McCoy, Scott. The Basics of Voice Science and Pedagogy. Gahanna, OH: Inside View Press, 2020. ISBN: 978-1733506021. Available through WSU Bookie, Amazon. Estimated Cost (New): $45.00.
Three-ring binder/note-taking materials. Available at Walmart. Estimated Cost: $3.32.
Audio/video recorder (cell phones recommended).

Other Course Materials

Additional readings will come from the following recommended resources:

• Boytim, Joan Frey, ed. The First Book of Baritone/Bass Solos. New York: G. Schirmer, 1991. ISBN: 978-0793503674. Available on Amazon. Estimated Cost (New): $16.99.
• Boytim, Joan Frey, ed. The First Book of Mezzo-Soprano/Alto Solos. New York: G. Schirmer, 1991. ISBN: 978-0793503650. Available on Amazon. Estimated Cost (New): $15.99.
• Boytim, Joan Frey, ed. The First Book of Soprano Solos. New York: G. Schirmer, 1991. ISBN: 978-0793503643. Available on Amazon. Estimated Cost (New): $15.29.
• Boytim, Joan Frey, ed. The First Book of Tenor Solos. New York: G. Schirmer, 1991. ISBN: 978-0793503667. Available on Amazon. Estimated Cost (New): $14.39.
• Holt, Michele, and James Jordan. The School Choral Program: Philosophy, Planning, Organizing, and Teaching. Chicago: GIA Publications, 2008. ISBN: 978-1579996796. Available on Amazon. Estimated Cost (New): $49.99.
• Jordan, James. Evoking Sound: The Choral Warm-Up: Methods, Procedures, Planning, and Core Vocal Exercises. Chicago: GIA Publications, 2005. ISBN: 978-1579993894. Available on Amazon. Estimated Cost (New): $33.57.
• McCoy, Scott. Your Voice: An Inside View. 3rd ed. Gahanna, OH: Inside View Press, 2019. ISBN: 978-1733506014. Available on Amazon. Estimated Cost (New): $65.00.
• Phillips, Kenneth H. Directing the Choral Music Program. New York: Oxford University Press, 2004. ISBN: 978-0199371952. Available on AbeBooks. Estimated Cost (Used): $15.97
• Phillips, Kenneth H. Teaching Kids to Sing. 2nd ed. Boston: Schirmer, 2013. ISBN: 978-1133958505. Available on Chegg. Estimated Cost (Used): $24.99
• Wall, Joan. Diction for Singers. 2nd ed. Redmond, WA: Celumbra, 2012. ISBN: 978-1934477700. Available at Dictionforsingers.com. Estimated Cost (New): $59.95.
• Wall, Joan. International Phonetic Alphabet for Singers. Greenbank, WA: Pacific Isle Publishing, 2005. ISBN: 978-1934477069. Available at Dictionforsingers.com. Estimated Cost (New): $49.95.
• Walters, Richard, ed. 28 Italian Songs and Arias of the Seventeenth and Eighteenth Centuries. New York: G. Schirmer, 2008. ISBN: 978-0634082955. Available on Amazon. Estimated Cost (New): $17.99.
  Wilkinson, Eric, and Scott Rush. Habits of a Successful Choir Director. Chicago: GIA Publications, 2017. ISBN: 978-1622772308. Available on Amazon. Estimated Cost (New): $29.88.

Student Learning Outcomes and Assessment

Table indicates how course's learning outcomes will be taught and assessed.

Student Learning Outcomes	Coursework	Assessment
Student will be able to teach beginning and intermediate vocal students in private lessons and/or choirs to use their voices healthily.	Lecture, Peer Lessons	Voice lesson reflection papers, Exams
Students will be able to transcribe texts in Latin, English, Italian, French, and German using International Phonetic Alphabet.	Lecture	IPA transcriptions
Students will learn about anatomy, respiration, phonation, resonance, and articulation and apply this to their singing and teaching.	Lecture, Reading	Exams, Worksheets
Students will observe strong vocal pedagogy in action and articulate what they have learned in written form.	Observation assignments	Observation reflection papers
Students will learn about the science of sound and acoustics and apply this to their vocal and instrumental performing.	Lecture, Reading	Exams, Worksheets
Students will perform vocal repertoire using the skills they have developed in this course.	Peer Lessons, Recital	Recital
Students will develop keyboard skills to assist their teaching of vocalists.	Keyboard Assignments	Exams
Students will develop music-reading skills and fluency with the tonic sol-fa system.	Sol-fa Assignments	Exams
Students will evaluate their growth as singers and teachers and set goals for future improvement.	Peer Lessons	Voice lesson reflection papers

Expectations for Student Effort

Participation and discussion are vital in this course. Complete all course readings in advance of each meeting, complete observations thoughtfully, and prepare diligently for voice lessons and performance assessments. For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class.

Course Timeline

Table lists the class's meetings, topics, and assignments due for each date of the semester.

Class Date	Topic	Assignment (due before class time)
Monday, January 12	Syllabus, Course Introduction, Voice Types	Order textbook: McCoy, The Basics of Voice Science & Pedagogy
Wednesday, January 14	Vocal Literature: 24 Italian Songs & Arias, First Book of Soprano Solos, First Book of Tenor Solos	Course Questionnaire
Friday, January 16	Vocal Literature: First Book of Mezzo Soprano/Alto Solos, First Book of Baritone/Bass Solos	Syllabus Quiz
Monday, January 19	NO CLASS: DR. MARTIN LUTHER KING, JR. DAY
Wednesday, January 21	Repertoire Assignments, Planning Your First Lesson	Repertoire Wish List Due
Friday, January 23	Peer Lessons 1a & 1b
Monday, January 26	Music Major for a Day Warm-Ups	Reading & Quiz: Phillips, Energizing the Choral Warmup
Wednesday, January 28	Peer Lesson 1c & 1d
Friday, January 30	Troubleshooting Common Vocal Issues	Reading & Quiz: Jordan, Troubleshooting
Monday, February 2	Listening	Reading & Quiz: McCoy, Chapter 1
Wednesday, February 4	Listening, continued	Vocal Performance Video Selection
Friday, February 6	Anatomy & Respiration	Reading & Quiz: McCoy, Chapters 2-3
Monday, February 9	Phonation	Reading & Quiz: McCoy, Chapter 4
Wednesday, February 11	Solfa & Keyboard Skills
Friday, February 13	Peer Lesson 2a & 2b	Voice Lesson Reflection 1
Monday, February 16	NO CLASS: PRESIDENTS' DAY
Wednesday, February 18	Resonance	Reading & Quiz: McCoy, Chapter 5
Friday, February 20	Sound & Acoustics	Reading & Quiz: McCoy, Sound
Monday, February 23	Catch-Up Day, Review Solfa & Keyboard Skills	Online Open-Book Exam (due by 11:10am)
Wednesday, February 25	Peer Lesson 2c & 2d
Friday, February 27	Midterm Performance Exam	Studio Lesson Observation Paper 1
Monday, March 2	Presentation - One Voice: Vocal Pedagogy Concepts for Solo and Ensemble Singing (guest: Prof. Alisa Toy)
Wednesday, March 4	Peer Lesson 3a & 3b	Voice Lesson Reflection 2
Friday, March 6	Peer Lesson 3c & 3d
Monday, March 9	Peer Lesson 4a & 4b	Voice Lesson Reflection 3
Wednesday, March 11	Peer Lesson 4c & 4d
Friday, March 13	Peer Lesson 5a & 5b	Voice Lesson Reflection 4
Monday, March 16	NO CLASS: SPRING BREAK
Wednesday, March 18	NO CLASS: SPRING BREAK
Friday, March 20	NO CLASS: SPRING BREAK
Monday, March 23	Resonance and the Vocal Tract	Reading & Quiz: McCoy, Resonance
Wednesday, March 25	Vocal Health	Reading & Quiz: McCoy, Chapter 7
Friday, March 27	Registration	Reading & Quiz: McCoy, Chapter 8
Monday, March 30	Articulation & Hearing	Reading & Quiz: McCoy, Chapters 9-10
Wednesday, April 1	The Adolescent Singer	Reading & Quiz: Phillips, Adolescent Singer
Friday, April 3	Diction: IPA & Latin	Studio Lesson Observation Paper 2
Monday, April 6	Diction: English	Latin Transcription
Wednesday, April 8	Diction: Italian	English Transcription
Friday, April 10	Solfa, Takadimi, & Keyboard Skills
Monday, April 13	Diction: French	Italian Transcription
Wednesday, April 15	Diction: German	French Transcription
Friday, April 17	Peer Lesson 5c & 5d	Choral Rehearsal Observation Paper
Monday, April 20	Teaching the Components of Singing	German Transcription; Reading & Quiz:  Wilkinson, Teaching the Components of Singing
Wednesday, April 22	Movement	Reading & Quiz:  Galván, Movement in the Choral Rehearsal
Friday, April 24	In-Class Recital	Voice Lesson Reflection 5
Monday, April 27	In-Class Recital
Wednesday, April 29	In-Class Recital
Friday, May 1	Review
Wednesday, May 6, 10:30am-12:30pm	Final Performance Examination	Online Open-Book Exam (due by 5:00pm)

Assignments, Assessment, and Grading Policy

The professor will provide rubrics and extended instructions for each assignment on Canvas.

Daily Work - 65 points, 6.5% of final grade

Questionnaire

Each student will fill out a form to provide information on their musical and vocal backgrounds.

5 points.

Repertoire Wish List & Repertoire Assignments

Instrumentalists will provide a wish list of the top 3-5 songs they would like to sing in private lessons. Vocalists will select appropriate repertoire for their voice students.

5 points.

Video Selection

Each student will provide a YouTube link of a vocal performance in preparation for the class to analyze it. Select approximately 2 minutes to share with the class.

5 points.

IPA Transcriptions (5)

Students will transcribe texts in Latin, English, German, French, and Italian using the International Phonetic Alphabet.

10 points each, 50 points total.

Quizzes - 210 points, 21% of final grade

Syllabus Quiz

Students will show their knowledge of course policies and procedures with a quiz on the syllabus.

15 points.

Reading Quizzes (14)

Complete a quiz on Canvas for each reading assignment. These will be valuable resources in preparation for midterm and final exams. Quizzes are due by 11:59pm on the date prior to the class meeting.

15 points each, 210 points total.

Note: the lowest quiz score from the semester will be dropped.

Papers - 320 points, 32% of final grade

Voice Lesson Reflection Papers (5)

Each voice major will teach 5 lessons to each of their students throughout the semester. Each instrumental major will take 5 lessons throughout the semester. These lessons should reflect the technique, alignment, resonance, breathing, and phonation concepts covered within this course as well as prepare students to perform one art song or folk song for the in-class recital. Lessons should be video- or audio-recorded and submitted on Canvas. Students will write a reflection journal after each lesson using the prompts found on Canvas and will set goals as well as assess the progress met on these goals.

40 points each, 200 points total.

Studio Lesson Observation Papers (2)

Each student will observe two 30-minute voice lessons, including one taught by Dr. Julie Anne Wieck and one taught by Prof. Alisa Toy. Students will write a reflection paper using the prompts found on Canvas and will analyze the voice pedagogy concepts covered within each lesson.

Please observe one upper-voice student (e.g. soprano, mezzo) and one lower-voice student (e.g. tenor, baritone).

Students should email Dr. Wieck (jwieck@wsu.edu) and Prof. Toy (alisa.toy@wsu.edu) at least two weeks before the assignment due dates to schedule an observation. Please CC Dr. Myers in your communications to Dr. Wieck and Prof. Toy. 40 points each, 80 points total.

Choral Rehearsal Observation Paper

Each student will observe one WSU choral rehearsal, either taught by Dr. Dean Luethi or Dr. Myers. Students will write a reflection paper using the prompts found on Canvas and will analyze the voice pedagogy concepts covered within the rehearsal.

Students should email Dr. Luethi (dean.luethi@wsu.edu) or Dr. Myers at least two weeks before the assignment due date to schedule an observation. Please CC Dr. Myers in your communications to Dr. Luethi.

University Singers – Monday/Wednesday/Friday, 1:10-2:00pm, 115
Concert Choir – Monday/Wednesday, 2:10-3:00pm, B42;
     Tuesday/Thursday, 1:55-2:45pm, B42
Chamber Singers – Tuesday/Thursday, 12:10-1:25pm, B42
Treble Choir – Tuesday/Thursday, 2:55-4:10pm, 115

40 points.

Exams - 255 points, 25.5% of final grade

Midterm Exam

The midterm exam will include a performance component (keyboard skills and sol-fa fluency) as well as a written component (open-book exam on Canvas).

40 points performance, 50 points written exam, 90 points total.

Final Exam

The midterm exam will include a performance component (keyboard skills and sol-fa fluency) as well as a written component (open-book exam on Canvas).

40 points performance, 100 points written exam, 140 points total.

In-Class Recital

Each student will perform one piece for the class during Preparation Week. Dr. Myers will be available as a pianist. Selections need not be memorized. Instrumentalists should perform the piece they worked on in their peer lessons, while vocalists may perform any jury selections from their work in MUS 203, 303, or 403. 25 points.

Attendance - 150 points, 15% of final grade

Attendance is expected at every class meeting.

Peer lessons are scheduled in five units. Instrumental music education majors who are taking lessons from a voice major will only need to attend their assigned lesson date for the unit.

Each student will have two “free” unexcused absences before their grades will be affected. From that point, each unexcused absence lowers the grade 30 points.

0-2 unexcused absences = 150 points
3 unexcused absences = 120 points
4 unexcused absences = 90 points
5 unexcused absences = 60 points 
6 unexcused absences = 30 points
7+ unexcused absences = 0 points

Each student will have two “free” tardies before their grades will be affected. From that point on, each unexcused tardy lowers the grade 15 points.

Late Work & Make-Up Policy

Late work is accepted. All assignments are pivotal and designed to prepare you for your work teaching in K-12 schools or the private studio. Late work will be docked by 10% for each class period for which it is late.

As there is already a lenient late work policy, extensions on assignments will not be granted.

Midterm and final examinations may not be made up. Ensure that you take your exam in the assigned testing window for which it is available on Canvas.

Grading Scale

The table shows the point totals and percentages necessary to earn each letter grade.

Grade	Point Value	Percentage
A	925-1000	92.5-100%
A-	895-924.5	89.5-92.4%
B+	875-894.5	87.5-89.4%
B	825-874.5	82.5-87.4%
B-	795-824.5	79.5-82.4%
C+	775-794.5	77.5-79.4%
C	725-774.5	72.5-77.4%
C-	695-724.5	69.5-72.4%
D+	675-694.5	67.5-69.4%
D	595-674.5	59.5-67.4%
F	0-594.5	0-59.4%

 

Attendance Policy

• This course requires active participation from all students at every class meeting. As a lab-based course focused on developing teaching skills, success in this course requires consistent attendance and preparation.
• Students should make all reasonable efforts to attend all class meetings.
• If you know you will miss class for a school activity, preplanned family event, religious observance, or other event that you are aware of, please email Dr. Myers to request an excused absence before Friday, January 16, at 5:00pm.
• Additional excused absences may be granted in accordance with university policies.
• If you need to miss class for illness, please email Dr. Myers by 9:00am on that class day. Be your own best advocate by communicating early, keeping your professors up to date, and providing documentation of absences when possible.
• Note: Canvas does not keep track of your absences on a consistent basis. Your attendance grade will be accurate as of the date noted for each update on Canvas. Attend class consistently to succeed.

Incomplete Grades

University policy (Academic Regulation 90) states that a grade of Incomplete may be awarded only if the student is unable to complete their work on time due to circumstances beyond their control.

Best Practices

Successful completion of this course relies on your attendance and participation. As a skills-based/performance-based course, you can expect to be asked regularly to sing or play music independently, conduct or teach your classmates, present, or engage in score study and analysis. Because you will be learning and demonstrating new skill sets, and observing those skills in others, and sometimes participating in student-led teaching exercises, attendance is especially important in this course. While the absence policy allows two absences before your grade is impacted, please know that attendance and participation are the best predictors of success in this course.

Academic Integrity Statement

You are responsible for reading WSU’s Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will: 

• Earn zero credit for the assignment, project, or teaching demonstration
• Be reported to the Center for Community Standards.
• Have the right to appeal my decision.
• Not be able to drop the course or withdraw from the course until the appeals process is finished.  

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision. (https://communitystandards.wsu.edu/) 

Artificial Intelligence Prohibited

Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT, Co-Pilot, or Dall-E) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.

It is important to remember that the unauthorized use of generative AI in a course is a violation of WSU’s Community Standards and can be reported to the Center for Community Standards (CCS). As a reminder, any expectations about AI usage should be communicated in writing to students.

Statement of Culture

The WSU School of Music embraces the diversity of our students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique cultural and religious experiences, beliefs, and perspectives. Whoever you are, whatever your background, and however you perceive the world, you are welcome! In this community, we respect the value of every member of our classes, and everyone in class is encouraged to share their unique perspective, be it as an individual or as a representative of any category. All students are expected to treat each other with respect. The range of views you hold and the experiences you bring into the classroom will make our learning environment much more engaging and enriching.

Community Standards 

WSU is committed to fostering a respectful environment that promotes the well-being and dignity of all members of the University community. Faculty and students are expected to treat each other, staff, faculty, students, and members of the public in a professional manner at all times while on campus or representing WSU. School of Music students are expected to:

• Communicate in a respectful manner
• Work cooperatively with others
• Hold themselves accountable for their behaviors and actions
• Avoid all forms of abusive conduct, harassment, illegal discrimination, and workplace violence. Abusive conduct may include physical action, verbal or nonverbal behavior or electronic or written communication

Students whose behaviors violate these expectations will be reported to the University Conduct Board.

Protecting Your Hearing Health

For information on protecting your hearing health, please review the NASM-PAMA Student Information Sheet in the School of Music Student Handbook: 
https://music.wsu.edu/academics/handbook/

This information is provided by the National Association of Schools of Music (NASM) and the Performing Arts Medicine Association (PAMA). For more information, check out the other NASM- PAMA hearing health documents, located on the NASM Web site at the URL linked below.
http://nasm.arts-accredit.org/index.jsp?page=NASM-PAMA_Hearing_Health

University Syllabus

Students are responsible for reading and understanding all university-wide policies and resources pertaining to all courses (for instance: accommodations, crisis resources, policies on discrimination or harassment), which can be found in the University Syllabus at https://syllabus.wsu.edu/university-syllabus/ .