Singers of all levels have had the experience of searching for a new voice teacher. No matter what your level, seeking out a teacher is a complicated process.
When I was in high school, back when dinosaurs roamed the earth, the recommendation of my voice teachers (of which there were few in my rural hometown) was to study with the most decorated teacher at the college closest to home that my family could afford. My teachers, a married couple that ran a local studio, and whom I took lessons from beginning in the seventh grade, were a positive force in my upbringing, personally and musically. So they could not possibly give me unhelpful advice, right?
Unfortunately, the teacher they suggested was a bad fit, personally and pedagogically. The studio environment was one of toxicity, with cruel and inappropriate language as the norm, and with a result that led to comment sheets from a competition listing “severe tension problems” from every adjudicator. It took time and a lot of effort to reevaluate and rebuild my technique with a new teacher and to develop trust with that teacher and future teachers. There’s one positive takeaway I had from the experience: I didn’t want any other students to experience what I did, and so I made it a personal mission as a singer and a teacher to prioritize positivity and kindness.
It’s easy to make a list of “red flags” for a voice studio, and when I sought out quotes and ideas for this article, I was faced with a barrage of such negativity, however well intentioned. But I believe strongly that it is best to seek out that which will bring you joy and peace in a relationship before you consider any of the negative aspects. You should seek out a healthy relationship with a teacher who values your boundaries and respects you as a student. With that in mind, if you are a singer (or the parent of a singer), here are the things to look for.
1. Look for someone with a background in voice, preferably with a Bachelor’s or Master’s level in training.
At the earliest stages of study, there are many teachers of varied levels. Many public and private school music instructors teach private lessons outside of their duties. While it may be convenient to take both piano and voice from the same person, they may not be the best teacher for one of the instruments. There are some excellent teachers with multi-instrument capabilities, and it’s worth considering—if they have a full understanding of vocal pedagogy. Singer and voice teacher Becky Mullins-Jones says, “I see that in music stores, and I always look at the background/bio to see what the actual voice background is. A piano major does not necessarily qualify one to teach voice. Singing in the choir in college does not necessarily qualify one to teach voice. A music ed degree doesn’t equal vocal pedagogy. Being a band director doesn’t equal vocal pedagogy.”
Look into their training and background, including where the training took place. Read their bio on their website. And before beginning any study, ask what their pedagogical background is. Keep in mind that despite qualifications, not every highly qualified teacher is the right fit. You must also consider that it is a personal relationship as well as a professional one. Even the “best” teachers aren’t always a good fit, and fit matters as much as accolades!
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2. Be clear what level teacher you’re seeking.
Look for a teacher that is right for your level. The same teachers who teach professionals rarely teach middle school students. If you’re a high school student looking to major in music, you want a teacher who understands your seriousness. Similarly, there are many students who don’t wish to go into music professionally, but enjoy learning to sing. What are the student’s goals, and how does the teacher approach those varied goals among their students? How do they manage the levels of their students and developing student potential?
Some singers (and parents) think the “best” teacher is the most expensive or with the most impressive resume. You need to make a list of what you are hoping to accomplish in your lessons. Try to be realistic about your level and technical goals. Cost is also a factor to consider, as higher-level teachers can charge high rates.
If you’re an advanced singer, you need to be realistic about what you can accomplish in less frequent lessons with a teacher, as professional singers typically visit their teacher for a “check in” lesson on an irregular basis, rather than the once weekly study that developing voices need.
3. Be sure that the teacher has experience with the styles and genres you want to study.
If you want to work in contemporary music, a classical teacher may not be the best fit. Or if you want to sing opera, a musical theatre teacher who is known for a studio full of strong belters might not be right for you. Look at their recommendations and reviews and also vet their online presence. Are their performance videos or studio recital videos representative of the singing you want to do?
It may be worthwhile to hear their students, whether in video, in a studio recital, or by observing a lesson. If you’re looking at a college program, it’s extremely important to have a sample lesson or, at the very least, to observe one or more lessons of that teacher with their current students. You can hear whether the styles in the studio align with your goals as a singer, as well as learn valuable information about their teaching style and personal approach.
4. The teacher is willing to admit they don’t know something.
Voice teachers with decades of experience, vocology research, and/or performing experience recognize that they don’t have all the answers. If they’re unsure, but have a good network of colleagues, they’ll have suggestions of who you should ask—or, they’re willing to research the issue themselves. A good teacher is one who never stops learning. It’s helpful to find out if they’re a member of any professional organizations, such as Music Teachers National Association (MTNA) or the National Association of Teachers of Singing (NATS). These professional organizations publish the latest research in their scholarly journals and represent the trusted professionals in the field. Not every excellent teacher is a member, but it is certainly worth asking if they are—and if they are not, why not.
Kathryn Drake Hedlund, director of vocal studies and chair of graduate studies at the University of Mobile, says, “No prescribed method fits all, so look for a teacher who is open to many methods, and who nods to other teachers and ideas and respectfully acknowledges them, even if they are in contrast with an idea being presented in the current lesson. Every voice teacher/singer has their strengths and niche areas, but there are very few directives that work for every person.”
Additionally, teachers understand that learning is a constant process, and a good teacher encourages you to explore and admit that you, too, are in the learning process, helping you to minimize perfectionism. Soprano Rachael Braunstein notes, “You should never feel like you have to understand something the first time a teacher says it, and if you don’t understand, ask them in a different way. The best teachers I’ve had enjoy finding different ways to say things so that their students understand.”
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A confident teacher admits they don’t have all the answers. Bridget Hogan, soprano and director of the Sing for Hope Youth Chorus, notes that we need teachers with “emotional maturity. Many extremely competent teachers are still using students to fill an emotional need, whether they mean to or not. Those who are struggling with confidence may hesitate to recommend their student for things (until someone else says they should) or simply use students to live out unfulfilled dreams. Confidence in a voice teacher allows the student to sing with their voice instead of existing to please a teacher. I also think it helps to avoid the trap of cult-like studios, where the teacher is the guru and no one questions them…ever! Make sure your teacher is confident enough to be questioned.”
5. You feel safe and brave with the teacher.
“Safe space” and “brave space” are commonly used in the educational sphere. A “safe space” is one where marginalized people are free from violence, harassment, and hate speech. A “brave space” is one that recognizes the humanness of all involved in the learning environment, with individual and collective responsibility for maintaining it. Laura Ingram-Booras, mezzo-soprano and voice teacher, recommends “someone who is kind and doesn’t care if you make mistakes in lessons (or make you feel bad about them). They patiently show you the healthy way to sing and point out if you are singing wrong notes vs. unhealthy technique. They are practically helpful and do not just give you imagery.”
Soprano Danielle Buonaiuto says, “Does the teacher listen to you actively? Not just your singing, but what you are saying about your body and your lived experience? Do you feel that your own expertise about your body is validated and affirmed as expertise, even as you are being offered expertise you might not yet have? Does it feel like the teacher is equipping you with tools and practices for sustainable, healthy, self-guided practice and performance?”
The consensus among teachers I asked, including those not quoted directly in this article, is that compassion and empathy are necessary. Hedlund suggests seeking “a creative, collaborative spirit and mutual respect for the student/client/other singer in the room. I like to think of it as ‘two singers in a room, bouncing ideas and sounds off one another.’’’
6. You make significant progress with the teacher.
This is something you can’t evaluate until you’ve begun to work with someone regularly. Voice teacher Amy Burton, who teaches at The Juilliard School, The New School (Mannes), and the CUNY Graduate Center, notes, “Green flags: Did the singing feel easy or did problem spots get addressed and become easier during the lesson? Did you come away from the lesson feeling like the teacher could explain what they did and gave you tools to achieve this on your own?” Hedlund adds that you should feel that “when you leave lessons, you are singing more like yourself, and you have been given a process on how you got there.”
Finally, think about the teacher you’d like to be someday. You may not find everything you’re looking for, as voice teachers are human beings, first and foremost. But you can find the right person to help you grow. Hedlund says, “A good voice teacher is not afraid to be in awe of the singer in front of them.” May your voice teacher search be a successful one, and may you find someone who celebrates your singing and your accomplishments with you!