Objective: Comparative analysis is a tool which allows researchers to compare and contrast different products, theories, or subjects in order to better comprehend their strengths and weaknesses and identify where patterns may exist. Vocal performance programs at four year higher education institutions in the United States (US) have yet to receive a comparative analysis. The objective of this study is to compare degree requirements for Bachelor of Music (BM) Vocal Performance programs as well as courses taught, learning outcomes, acquired skills, and musical genres studied.

Methods/Design: A representative sample of 284 BM programs in the US collected from the College Music Society directory were examined. The 50 largest programs and an additional 234 institutions were randomly selected after being proportionally divided by faculty number and US census bureau geographic regions (Midwest 27%, n=78, Northeast 22% n=60, South 37% n=103, and West 15% n=43). Course titles, credit hours, program credit requirements, major credits, and mission statements or voice area handbooks were collected for analysis from publicly available academic catalogs. Program credit requirements were grouped into liberal arts, general music, and vocal performance for comparison across programs and courses were grouped into salient categories (diction, recital, choir, theory, etc.).

Results and Conclusions: Programs average approximately 125 credit hours with roughly 33% of a program’s credits devoted to liberal arts requirements, 33% to general music courses, and 33% into major-specific vocal performance courses. Programs vary, but many course descriptions are vague and lack specificity, and a small number of credits (roughly 18%) are directly devoted to the practice of voice performance. Vocal performance programs in the United States remain centered on Western classical offerings with occasional indications of additional genres available for study. This comparative analysis of collegiate vocal performance programs in the US could be used to inform future advocacy for transparency and stylistic diversity in vocal studies.

Zipporah Peddle, MM, PAVA-RV, Assistant Professor, Voice and Vocal Pedagogy, Boston Conservatory at Berklee

Paul M. Patinka, MM, MM, Adjunct Faculty, Dean College and Providence College