The purpose of this study is to develop an introductory guide for teaching music theater vocal pedagogy and styles. This guide is intended for experienced classical teachers. Most singing teachers in music theater degree programs are classically trained since the music theater degree and training for the associated pedagogy did not exist until the early 1970s. While music theater singing can trace its roots to classical singing, the pedagogy necessary to sing music theater repertoire is significantly different from classical vocal pedagogy. Therefore, an introductory guide for teaching music theater vocal pedagogy and styles for the experienced classical teacher is needed. Before developing the guide, the current scientific and perceptual research on music theater mix/belt singing and styles was gathered. The conclusions of the research on mix/belt singing revealed significant differences between music theater vocal pedagogy and classical vocal pedagogy. To aid the classical teachers in learning about music theater vocal pedagogy and styles, the guide details the results of the pedagogical research on mix/belt singing and compares and contrasts the pedagogy to classical singing. The styles found in music theater singing---country, folk, gospel, rhythm and blues, jazz and swing, rock, and pop---are named and defined. The introductory guide underwent a formative and summative evaluation process. In the formative evaluation, the guide was reviewed by two music theater singing teacher experts. Their suggestions for improvement were added to the guide. The experts concluded that the guide was an effective tool for training experienced classical teachers with little to no experience teaching music theater singing. Three experienced classical teachers were given the updated guide, which constituted the summative evaluation portion of the research. The three classical teachers found the guide to be an effective training tool for beginning to teach music theater vocal pedagogy and styles.
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