In a study of teaching Conservatory-Style voice through a lens of community (Stapleton & Barber, 2023), a central part of this interrelational-reflexive teaching model involved partner practice. This study analyzed two students in the studio who participated in semi-structured interviews and document analysis of practice logs, largely pertaining to group and partnered practice. The students worked together weekly in partner pairs, exploring concepts and repertoire covered in individual studio voice lessons, group technique and studio classes. Through this practice, students learned how to give and receive feedback, while embodying technical and musical aspects of their work as both teachers and learners, or more accurately, as co-learners (Freire et al., 2020).
The encouragement of partner practice in the voice studio provides peer support and grows community and empathy, a concept about which students may also report on in weekly practice logs or journals. This can be additionally supported in a group lesson setting where partner exercises can be demonstrated and practiced, and students can share best practices with one another with instructor guidance and feedback (Stapleton & Barber, 2023; 2025).
Partner practice teaches re-envisioning partnership and collaboration, moving from glorifying competition to supporting genuine relationships and cheering colleagues on. It reinforces, for students and educators alike, that all are on the same journey but may be at different phases of development (Stapleton & Barber, 2023). Students reported that, through this work, they increased their sense of connection, motivation and self-awareness. This peer engagement supported confidence and vulnerability, leading to deeper learning and greater risk-taking (Stapleton & Barber 2025).
In this interactive workshop, Kimberly Barber and Sarah Stapleton offer a template for effective use of the partner practice model in the voice studio. Sarah (with her former practice partner) will demonstrate how partner practice can work in action, and throughout the session, participants (split into partner groups) are given the opportunity to explore basic technical and repertoire concepts in this modality with facilitator feedback and support.
Voice pedagogues will leave this workshop with practical tools to implement partner work into their own studios and voice practice. We will learn experientially how community, connection and co-learning/teaching in the partner practice modality can positively impact student learning outcomes as an effective outgrowth of the traditional 1:1 studio teaching model.