This article is the first in a 3-part series that will explore and further define each of the three components of the Evidence-Based Voice Pedagogy framework, as outlined in Kari Ragan’s 2018 article, “Defining Evidence-Based Voice Pedagogy: A New Framework.” Each of the three articles will consider a single component of a tripartite framework: Voice Research; Teacher Expertise and Experience; and Student Goals and Perspectives. The order in which these components are presented in this series should in no way be seen as creating a hierarchy of importance.
Evidence-Based Voice Pedagogy (EBVP) Part 1- Voice Research Component
