Abstract
Objective: The study investigated changes in neural activity that occurred as singers progressed from initial sight-reading to memorized performance of a new solo song. The purpose was to determine whether measurable EEG differences emerged with increased musical familiarity and to explore potential demographic influences on these neural patterns.

Methods / Design: EEG data were collected from university-level singers during both sight-reading and memorized performances of a solo song with piano accompaniment. A pilot phase established feasibility, and a larger controlled study with at least 35 participants was designed to provide sufficient statistical power. Analyses focused on alpha, beta, theta, and delta frequency bands and hemispheric lateralization, with demographic factors such as age, gender, and education level included as covariates.

Results: Data were analyzed to assess patterns of neural activity across performance conditions and to evaluate potential relationships with participant demographics. Observed trends were interpreted in light of prior research on neural efficiency and familiarity effects in musical performance.

Conclusions: The study provided a framework for understanding how singers’ neural responses may change as a song becomes learned and internalized. This interdisciplinary work connected voice pedagogy, psychology, and neuroscience, offering implications for voice instruction, practice design, and music therapy. The approach was expected to contribute to future investigations of how the brain supports skilled vocal performance and learning.