Award Date

12-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Musical Arts (DMA)

Department

Music

First Committee Member

Alfonse Anderson

Second Committee Member

Linda Lister

Third Committee Member

Monica Williams

Fourth Committee Member

Spencer Baker

Fifth Committee Member

Stefano Boselli

Number of Pages

94

Abstract

This dissertation presents a comparative study of vocal pedagogy systems in South Korea and the United States, with the aim of identifying deficiencies in Korean higher education and proposing strategies for reform. While South Korean university voice programs are deeply rooted in the traditional master–apprentice model and rely heavily on anecdotal teaching methods, U.S. institutions have developed structured, evidence-based pedagogical frameworks informed by anatomy, physiology, acoustics, and voice science. This research explores the historical evolution of vocal pedagogy in both countries, highlighting how traditional practices in Korea, though culturally significant, have not sufficiently adapted to contemporary scientific standards.Employing qualitative and quantitative methods including historical analysis, document review of curricula, surveys of voice students, this study examines the structural and methodological gaps in South Korean programs. The findings reveal that Korean students often encounter vocal fatigue, technical inefficiencies, and limited pedagogical literacy due to the absence of systematic pedagogy courses and voice science education. In contrast, American institutions provide integrated pedagogy curricula, technological tools, and professional frameworks that promote vocal health and artistic development. Based on this comparative analysis, the dissertation proposes reforms that include introducing formal pedagogy courses, integrating scientific voice training into the curriculum, establishing institutional and governmental support systems, and fostering professional networks among educators. By adopting these strategies, South Korean universities can better align with international standards, enhance the technical and artistic growth of students, and prepare graduates for sustainable and competitive careers in the global music industry.

Keywords

Classical voice education; comparative study; music education; South Korea; United States; Vocal Pedagogy

Disciplines

Music | Music Performance | Theatre and Performance Studies

File Format

PDF

File Size

1405 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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