Introduction: The collegiate voice studio is steeped in the tradition of the master-apprentice model. As outdated as that system may seem, teaching practices in the modern voice studio are very similar. Many modern voice teachers are flipping this paradigm, using science-informed pedagogy and modern learning theories to focus on student autonomy and self-sufficiency. Because singing is a complex motor task, motor learning theory has emerged as a useful tool for aiding student independence in voice pedagogy. Motor learning theory offers a clear framework to examine teacher feedback and gauge how that feedback does or does not encourage student autonomy.

The purpose of this study was to use the Motor Learning Classification Framework (MLCF) to analyze how teachers’ teaching activities contribute to students' musical independence and autonomy.

Method: Three collegiate voice teachers were recruited. Each teacher selected five of their students and recorded one lesson. Following recordings, each teacher was interviewed regarding their beliefs and practices in promoting voice student autonomy in their studios as it relates to the MLCF.

Recordings were coded to examine how the voice teachers gave their students feedback during the lesson.

Research questions included: How does the teacher give feedback during different phases of the lesson (i.e. technique, repertoire)? How is autonomy encouraged by the feedback given to the voice students by their teacher? How do the voice teachers view student autonomy? How do the voice teachers actively encourage autonomy in their students?

An embedded multiple case study framework was used to study the research questions. The primary data sources for this study were the recorded lessons. The recordings were transcribed and then edited by the PI.

The secondary data sources for this study were semi-structured interviews. These interviews were conducted after lessons had been recorded. The recordings were transcribed and then edited by the researcher. Analytical memos were taken while the lessons were being recorded. These memos described any physical movements from the teacher or the student that was part of the learning process. Member checking was performed, and coding was performed externally to insure data trustworthiness.

Results are pending data collection and analysis to be completed in late winter 2026.