Working thesis title: Merging Pedagogies: A hybrid biopsychosocial approach to tertiary jazz and contemporary vocal improvisation training

Supervisors: Dr Bonnie McConnell, Dr Leigh Carriage, Dr Kristin McGee, Dr Alexander Hunter

There is a prevalent assumption within jazz that vocalists are inferior musicians and ineffectual improvisers, yet the ability to create music spontaneously is highly valued by both performers and audiences. However, teaching improvisation is a complex task that goes beyond just teaching musical skills. I argue that a biopsychosocial approach to vocal improvisation pedagogy considers the interplay between biological, psychological, and social factors that influence a student’s ability to improvise. This holistic approach recognizes that the voice is not just a musical instrument, but also a physiological and psychological tool that is shaped by a person's experiences, emotions, and cultural background. The aim of this research is to identify significant trends among expert tertiary teachers, along with recent cogent findings in the fields of voice science, motor learning, neuroscience, and psychology that complement and inform a pedagogical approach addressing efficient, sustainable phonation while promoting artistry, creativity and improvisational fluency.

Rachael Thoms is a hybrid vocalist, singing voice expert, and pedagogue. A graduate of The Australian National University with degrees in both jazz and classical performance, Rachael teaches aural skills, music theory, and voice at ANU School of Music while conducting doctoral research in vocal pedagogy and improvisation. Her research focuses on expert approaches to teaching voice at a tertiary-level, and examines the impacts of gender, biology, psychology, and sociology on performance, participation and achievement.