Date

8-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Wayne M. Singleton

Keywords

gospel-derived vocal techniques, Western classical vocal pedagogy, secondary choral education, culturally responsive teaching, constructivist learning theory, vocal pedagogy

Disciplines

Education | Music

Abstract

This applied qualitative case study explored the integration of gospel-derived vocal techniques within Western classical choral pedagogy in a secondary music education setting. The study addressed a gap in music education literature concerning the intentional use of gospel-derived vocal practices as pedagogical resources within formal secondary choral instruction. Guided primarily by constructivist learning theory and informed by culturally responsive teaching, the study examined how students’ prior musical experiences could serve as a foundation for learning Western classical vocal concepts. The study was conducted within a public high school choral program and focused on the intentional incorporation of gospel-derived techniques during vocal warm-ups, classroom instruction, ensemble rehearsals, and performance preparation. Techniques included breath engagement, resonance development, call and response, musical phrasing, tonal flexibility, and responsive ensemble activities. Qualitative data were collected through classroom observations, researcher field notes, lesson plans, and implementation logs and were examined using thematic analysis. Findings suggested that gospel-derived vocal techniques functioned as instructional tools within Western classical choral pedagogy rather than as replacements for established classical practices. Four overarching themes emerged: cultural familiarity and accessibility, expressive participation and vocal engagement, responsive instruction and ensemble interaction, and validation of students’ prior musical experiences. Findings further suggested that culturally familiar vocal practices may support student engagement, confidence, musical expression, classroom participation, and the application of vocal concepts such as resonance, breath support, phrasing, and responsiveness. The study suggests that intentional integration of gospel-derived vocal techniques may provide secondary choral educators with culturally responsive instructional strategies that connect students’ existing musical knowledge with the technical and artistic expectations of Western classical vocal pedagogy.

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