Gereluk, DianneBoddie, Susan2013-12-092014-03-152013-12-092013http://hdl.handle.net/11023/1181This study explores the source of inconsistent and unemotional performances by voice students in higher education music programs. The emphasis will be on how to address this through vocal instruction. Many varying approaches to vocal instruction exist in higher education programs which appear to prolong inconsistency and unengaged performing. The research explores several existentialist principles of Jean-Paul Sartre and how these principles may inform and enhance current vocal teaching practice in higher education and perhaps better prepare new voice teachers. The following study will consider the effectiveness of the application of Sartre’s existentialist principles and how they may inform vocal instruction and improve vocal development. Keywords: vocal instruction, freedom, responsibility, facilitation, artistryengUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.MusicEducation--Philosophy ofEducation--Teacher TrainingExistentialismVoiceFacilitationMusicdoctoral thesis10.11575/PRISM/26038