We will be present at the Sessions for Poster Presentation at the conference.

Abstract

Framework Vocal Development: Making Learning Processes Accessible

Singing can be one of the most accessible forms of musical expression. In a society of singularities (Reckwitz, 2020), the question arises of how singing can be fostered, whether in school classes, youth choirs or for individuals. Diverse biographies influence personal approaches to singing, and opportunities for vocal development are unevenly distributed across social and cultural (cf. Welch et al., 2014) as well as school (Imthurn, 2023) contexts. While many textbooks about vocal development exist (e.g. Sadolin, 2013), a structured approach to vocal learning that makes the complex work of voice training more accessible through visualisation is lacking.

The Framework Vocal Development (FVD) responds to this need. It builds upon the biopsychosocial model of influences on the development of singing proposed by Russo et al. (2019), complemented by pedagogical models from various schools of singing. Structurally, the framework is organized in three concentric circles. At its core, five domains are distinguished: Body, Sound, Articulation, Style, and Performance. Each domain describes skills that can be developed more or less independently. The second circle depicts musical activities, such as singing alone or with others, or for an audience. Finally, the outmost circle focuses on the cultural embedding of singing.

This approach enables people of all experience levels to participate in suitable vocal activities. A central application of the FVD is the creation of a personal map of singing, visualizing existing resources and potential areas for growth. Importantly, the framework does not imply a linear progression of competence but supports multiple entry points through the interplay of skills, attitudes, playful exploration and knowledge.

Initial applications in teacher education and expert feedback suggest that the FVD functions as both an analytical tool and practical guide, while further development requires broader cultural and educational input. This contribution is presented as a poster.

Gabriel Imthurn is a professor of music education at the FHNW School of Teacher Education in north-western Switzerland. After studying Piano and School Music at the Zurich University of the Arts, he taught at secondary schools for over two decades. He completed his doctorate on the assessment of singing at the University of Music, Drama and Media in Hanover.
Vera Baumann holds a master’s degree in Music (voice and jazz performance at the University of Applied Sciences and Arts Lucerne) as well as a master’s degree in secondary education at the University of Teacher Education Lucerne. She is a voice teacher at the FHNW School of Teacher Education in north-western Switzerland and has taught in secondary schools for over ten years.

We will be present at the “3. Musikpädagogische Forschungstagung“

Abstract in German

Vocal Development Framework: Stimmentwicklung begreifen und gestalten

Vera Baumann, Pädagogische Hochschule FHNW
Gabriel Imthurn, Pädagogische Hochschule FHNW

Singen zählt zu den unmittelbarsten und zugleich komplexesten Formen musikalischen Ausdrucks (Neus, 2017). Trotz zahlreicher Lehrwerke zur Stimmbildung (z.B. Sadolin, 2013; Verband Deutscher Musikschulen & Bundesverband Deutscher Gesangspädagogen, 2025) fehlt bisher ein strukturierter Ansatz, der die Komplexität vokaler Lernprozesse modellhaft durch Visualisierung zugänglich macht. Das Vocal Development Framework (VDF) schliesst diese Lücke, indem es solche Erfahrungsräume in eine visuelle Sprache überführt. Im Kontext der Tagung «Vom Übersetzen – musikbezogene Didaktik in Diskurs und Praxis» versteht sich das vorgestellte Vocal Development Framework (VDF) als Beitrag zu einer Übersetzung zwischen körperlichem Know-How sowie klanglich-ästhetischem Wissen und didaktischer Strukturierung – gleichsam als Landkarte für individuell gestaltete Lernwege. Das Modell basiert auf empirischen Erkenntnissen und ist für die praktische Anwendung konzipiert. Als pädagogisch nutzbares Framework ermöglicht es die strukturierte Begleitung komplexer vokaler Lernprozesse und macht diese gleichzeitig für empirische Analysen zugänglich.

Aufbauend auf dem biopsychosozialen Modell der Einflussfaktoren auf die Gesangsentwicklung (Russo et al., 2020) und abgeglichen mit pädagogischen Modellen verschiedener Gesangsschulen, stellt das VDF vokales Lernen in drei konzentrischen Ebenen dar. Im Zentrum stehen fünf Entwicklungsbereiche: Körper, Klang, Artikulation, Stil und Performance. Die innere Ebene strukturiert handwerklich-musikalische Fertigkeiten so, dass einzelne Kompetenzen gezielt adressiert werden können. Dadurch lassen sich z.B. bereits vorhandene Fähigkeiten in der Performance sichtbar machen und zugleich klangliche oder artikulatorische Entwicklungspotenziale definieren. Die zweite Ebene beschreibt musikalische Aktivitäten vom Sologesang über das gemeinsame Singen bis zum Auftritt vor Publikum. Die äusserste Ebene erfasst die kulturelle Einbettung des Singens, etwa durch die musikalische Sozialisierung während der Pubertät, das gemeinsame Singen in der Schule oder den Auftritt mit einem Kinderchor an einem Festival.

Biografische Unterschiede prägen individuelle Zugänge, während Gelegenheiten zur Stimmentwicklung sozial, kulturell (vgl. Welch et al., 2014) und schulisch (Imthurn, 2023) ungleich verteilt sind. Das VDF eröffnet Menschen mit unterschiedlichen Vorerfahrungen die Möglichkeit, individuelle vokale Lernwege zu erkennen und aktiv zu gestalten. Eine zentrale Funktion liegt deshalb in seiner Rolle als Orientierungshilfe, die vorhandene Ressourcen und Entwicklungspotenziale sichtbar macht. Stimmentwicklung wird dabei nicht als linearer Kompetenzaufbau verstanden, sondern als dynamisches Zusammenspiel von Fähigkeiten, Haltungen, Wissen und spielerischer Erkundung.

In diesem Konferenzbeitrag wird zuerst das Vocal Development Framework (VDF) vorgestellt, um anschliessend erste Anwendungen sowie Expert*innen-Feedback darzustellen und zu diskutieren.

Literatur:

Imthurn, G. (2023). Assessment des Singens in der Sekundarstufe 1: Eine qualitative Interviewstudie. LIT Verlag. https://doi.org/10.52038/9783643803412

Neus, I. (2017). Singen. Zentrale Begriffe, psychosoziale Wirkfunktionen und musikpädagogische Handlungsfelder: Eine interdisziplinäre Untersuchung. LIT.

Russo, F. A., Ilari, B., & Cohen, A. J. (2020). Introduction: Singing, Development, Interdisciplinarity and the Biopsychosocial Framework. In The Routledge Companion to Interdisciplinary Studies in Singing, Volume I: Development. Routledge.

Sadolin, C. (2013). Complete Vocal Technique (Deutsche Ausgabe): Lehrbuch für Gesang. Bosworth Music.

Verband Deutscher Musikschulen & Bundesverband Deutscher Gesangspädagogen. (2025). Lehrplan Gesang: Klassik und Populäre Stile (1. Auflage Juni 2025). VdM Verlag.

Welch, G. F., Himonides, E., Saunders, J., Papageorgi, I., & Sarazin, M. (2014). Singing and social inclusion. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00803

Join the SiME Special Focus Group of the European Association of Music in Schools for an inspiring series of six online seminars throughout the 2025-2026 academic year, dedicated to advancing the practice of singing in music education. These seminars aim to bridge research and practice, providing a unique platform for educators, practitioners, and researchers to explore a wide range of topics related to singing. Engage with leading insights, connect with a community of professionals, and enrich your approach to music education through this curated series. Following each seminar, there will be an opportunity to stay on the call, reflect on the seminar contents, and connect with colleagues from around the world. We hope you can join us!

SEMINAR 2 in June:
Vocal Development Framework: Making Learning Processes Accessible

Monday, 8th June 13.00pm (GMT+1), 14.00pm (CEST)
Gabriel Imthurn & Vera Baumann, University of Applied Sciences and Arts, Northwestern Switzerland.

This seminar is for you if you are a music teacher, choir director, voice educator, student or interested in understanding vocal development through a holistic lens.
Singing is one of the most direct and accessible forms of musical expression – and yet many people experience insecurity, unequal starting conditions, or limited opportunities to develop their voice. How can singing be fostered in ways that acknowledge diverse biographies and contexts? How can teachers and choir leaders structure the complex process of vocal development in a way that is clear, practical, and motivating? The Framework Vocal Development (FVD) responds to this need. At its core, five domains are distinguished: Body, Sound, Articulation, Style, and Performance. Each domain describes skills that can be developed independently. The second circle depicts musical activities, such as singing alone or with others, or for an audience. Finally, the outmost circle focuses on the cultural embedding of singing. This approach enables people of all experience levels to participate in suitable vocal activities. A central application of the FVD is the creation of a personal map of singing, visualizing existing resources and potential areas for growth. Importantly, the framework does not imply a linear progression of competence but supports multiple entry points through the interplay of skills, attitudes, playful exploration and knowledge.
In this seminar, we will introduce the design and content of the model, explain its underlying structure, and illustrate how it can be applied in different contexts. We will share concrete use cases and insights from our work with students in teacher education, reflecting on both opportunities and challenges. Finally, participants are warmly invited to contribute their perspectives and experiences to the ongoing development of the framework.

Gabriel Imthurn is a professor of music education at the FHNW School of Teacher Education in north-western Switzerland. After studying Piano and School Music at the Zurich University of the Arts, he taught at secondary schools for over two decades. He completed his doctorate on the assessment of singing at the University of Music, Drama and Media in Hanover.
Vera Baumann holds a master’s degree in Music (voice and jazz performance at the
University of Applied Sciences and Arts Lucerne) as well as a master’s degree in secondary
education at the University of Teacher Education Lucerne. She is a voice teacher at the
FHNW School of Teacher Education in north-western Switzerland and has taught in
secondary schools for over ten years.

Further Seminars will take place in May and September 2026

SEMINAR 1: Monday, 11th May 2026, 13.00pm (GMT+1), 14.00pm (CEST)
Developing Resonance in Children’s Voices: Techniques and Approaches, Motje Wolf, De
Montfort University Leicester, UK

SEMINAR 3: Monday, 14th September 2026, 13.00pm (GMT+1), 14.00pm (CEST)
Opportunities for Music Educators using Collective Singing: Events and Free Online
Resources, Sonja Greiner, European Choral Association

More information about SiME is available here: https://eas-music.org/special-focus-groups/sime/

More information about the seminar and registration can be found here: https://tinyurl.com/SiMESeminars2026