An Innovative Proposal for Improving the Quality of University-Level Opera Singing Instruction

Abstract

The article substantiates an innovative proposal aimed at improving the quality of classical singing teaching in higher education through somatic mediation of the posture-breathing-phonation triad. A qualitative study with a theoretical-documentary design and propositional scope was conducted using theoretical systematization, documentary analysis, and didactic modelling. The analysis revealed insufficient integration of body awareness into vocal learning. As a result, a system of somatic-vocal tasks was structured, incorporating the Alexander Technique, the Feldenkrais Method, and Eutony. The tasks are organized into four stages: perceptual orientation, somatic exploration, vocal transfer, and self-assessment; and into three groups related to postural organization, respiratory and tonic regulation, and phonation and neuromuscular differentiation. The proposal promotes students’ conscious self-regulation and integrates artistic quality, technical autonomy, and the prevention of phono articulatory disorders. Its implementation and empirical validation constitute a subsequent stage of the research.