Voice Major Syllabus for 2026-2027
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Course Information

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Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.

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Course

MUAP-2283-002 Voice Major

Prerequisites

Prerequisite: Audition or instructor consent

Course Description

One 60-minute lesson per week, minimum 10 hours of outside practice per week required. For music majors, in their major area of performance. Emphasis on development of technique, musicianship and extensive repertoire from contrasting historical periods.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

Hours

(2 sem hr 1 hr lesson 10 hr practice)

Class Type

On Campus Course

Syllabus Information

Textbooks

Your assigned repertoire serves as the main text for this course. You should purchase an original copy of your music to satisfy copyright law. 

Supplies

• Three-ring binder

• Pencil

• Recording device (phone or other)

• All required original repertoire

• Extra copy of music for collaborative pianist

If we should have to work on lessons in a remote modality, you will need to have a computer, laptop, or other device that is capable of video conferencing that allows for video and audio accessibility. A quality microphone is recommended to give you the best quality for your voice to be heard in your lesson.

Student Performance

Applied voice is an individualized course designed to develop each student as a healthy, informed, expressive, and increasingly independent singer and musician. Because every voice develops differently, technical instruction and repertoire will be selected according to the individual student's vocal development, strengths, areas for growth, and educational goals.

Students will work toward healthy and efficient vocal production through the development of posture, breath coordination, phonation, resonance, articulation, and freedom throughout the vocal mechanism. Equal emphasis will be placed on musicianship, diction, stylistic awareness, interpretation, communication of text, and performance skills.

Students are expected to demonstrate consistent growth in both vocal technique and independent musicianship. This includes accurate preparation of pitches and rhythms, appropriate diction and pronunciation, translations when applicable, knowledge of musical terminology, and an understanding of the composer, poet/librettist, historical context, and style of assigned repertoire.

Students will prepare approximately four to seven songs and/or arias during the semester, as appropriate to their level of study and vocal development. Repertoire will represent contrasting styles, periods, languages, and technical demands whenever appropriate. Assigned repertoire should progress toward memorization and performance readiness according to deadlines established throughout the semester.

Progress in applied voice happens through consistent work between lessons. Students are expected to complete a minimum of 10 hours of outside practice per week. Practice should be thoughtful and intentional, incorporating the technical and musical concepts addressed during lessons rather than simply repeating repertoire.

Students are expected to arrive at each lesson prepared to demonstrate progress on material assigned during the previous lesson. Preparation may include vocal exercises, repertoire, translations, diction work, memorization, research, listening assignments, or other work appropriate to the student's development.

I do not expect perfection when you walk into a lesson. I do expect preparation, effort, curiosity, and progress. Mistakes are part of learning. Come willing to experiment, ask questions, make adjustments, and try again. The goal is not simply to prepare repertoire for a jury, but to develop the technical, musical, and artistic skills necessary to become an independent musician.

Students are also expected to participate in weekly studio class and scheduled collaborative pianist coachings as required by the voice area. Studio class provides opportunities to develop performance skills, learn from fellow singers, receive constructive feedback, and practice professional performance etiquette. Students should arrive at pianist coachings with their own notes, rhythms, and text prepared; rehearsal with a collaborative pianist is not a substitute for individual preparation.

Each student will maintain a vocal notebook containing assigned repertoire and supporting materials such as translations, diction/IPA work, composer and poet research, lesson and practice notes, technical concepts, interpretive observations, and other assigned materials. The notebook should serve as an ongoing record of the student's development as a singer and musician.

The semester jury serves as the culminating performance assessment for applied voice. Jury repertoire must be memorized and performance-ready according to departmental requirements and deadlines. The jury should demonstrate the technical, musical, and artistic growth accomplished throughout the semester.

Students Rights and Responsibilities

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Expected Student Behavior

Applied voice study requires active participation, trust, communication, and mutual respect. Students are expected to contribute to a professional and supportive learning environment in lessons, coachings, studio classes, rehearsals, and performances.

Students are expected to:

• Arrive on time and prepared with all necessary music and materials.

• Communicate respectfully and professionally with the instructor, collaborative pianist, faculty, and fellow students.

• Be receptive to instruction and willing to experiment with new technical and musical approaches. Vocal development often requires trying something unfamiliar before it becomes comfortable or consistent.

• Ask questions and actively participate in the learning process. Students are encouraged to seek an understanding of why a technical or musical concept is being addressed rather than simply following directions.

• Accept constructive feedback with professionalism and use that feedback as a tool for continued growth.

• Demonstrate respect and support for fellow singers. Studio class and other performance settings should be environments in which students feel comfortable learning, experimenting, and developing as artists.

• Maintain appropriate professional behavior during lessons, rehearsals, coachings, studio classes, performances, and other departmental activities.

• Take increasing responsibility for their own musical and vocal development throughout the semester.

Students are not expected to enter every lesson having mastered every assignment. They are expected to arrive having made a sincere and consistent effort toward the work assigned.

Mistakes, questions, and experimentation are an important part of vocal development. The expectation is not perfection; the expectation is preparation, engagement, professionalism, and a willingness to grow.

The goal of our work together is to create an environment where high expectations and mutual respect exist together, allowing each student to develop confidence, independence, musicianship, and artistry.

Grading Criteria

Student progress in applied voice will be evaluated throughout the semester based upon preparation, technical and musical development, application of concepts addressed in lessons, professionalism, and performance.

Final grades will be calculated as follows:

Weekly Lessons & Preparation – 45%
Students are expected to arrive at each lesson prepared to demonstrate progress on assigned repertoire, vocal exercises, diction, translations, memorization, research, and other assigned materials. Lesson grades reflect preparation, application of previous instruction, measurable progress, musicianship, and professional engagement.

Weekly lesson performance will generally be evaluated according to the following standard:

• A – Excellent: Consistently prepared; assigned work is complete; demonstrates thoughtful and consistent practice; applies concepts from previous lessons; shows measurable technical, musical, and artistic progress; actively engages in the learning process.

• B – Good: Generally prepared and progressing; demonstrates evidence of consistent work, but some assigned material or application of previous instruction may be incomplete or inconsistent.

• C – Satisfactory: Demonstrates limited or inconsistent preparation; assigned work may be incomplete; significant lesson time is spent addressing material that should have been prepared independently.

• D – Unsatisfactory: Frequently unprepared; demonstrates minimal evidence of consistent practice or application of previous instruction; assigned work is regularly incomplete.

• F – Failing: Consistently unprepared or unable to participate meaningfully in the lesson due to lack of preparation; demonstrates little or no evidence of work between lessons.

Attendance alone does not constitute preparation or guarantee full credit for a lesson. Students are evaluated on the quality and consistency of the work demonstrated.

Semester Jury – 25%
The jury is the culminating performance assessment for the semester. Students are expected to present assigned repertoire memorized and performance-ready according to departmental requirements. Jury assessment considers vocal technique, musicianship, diction, memorization, stylistic understanding, interpretation, artistry, stage presence, and professional presentation. The jury should demonstrate the student's overall growth and development throughout the semester.

Vocal Notebook & Repertoire Preparation – 15%
Students will maintain an organized vocal notebook throughout the semester. Materials may include assigned repertoire, translations, IPA/diction work, composer and poet/librettist research, historical and stylistic information, lesson and practice notes, technical concepts, interpretive observations, and other assigned materials. Students may also be asked to articulate vocal concepts in their own words as part of developing an independent understanding of vocal technique and pedagogy.

Collaborative Pianist Coachings – 10%
Students are expected to attend scheduled coachings and arrive prepared to work effectively with the collaborative pianist. Grades in this category reflect attendance, preparation, knowledge of notes, rhythms and text, rehearsal etiquette, communication, and professional collaboration. Collaborative pianist coachings are rehearsals, not substitutes for individual preparation.

Studio Class Participation – 5%
Attendance and participation in required voice studio classes are expected. Students should arrive prepared when scheduled to perform and demonstrate appropriate professionalism, attentiveness, and support for fellow singers.

Grading Scale

A = 90–100%
B = 80–89%
C = 70–79%
D = 60–69%
F = Below 60%

Attendance

Consistent attendance is essential to successful progress in applied voice. Because private lessons are individualized and scheduled specifically for each student, regular and punctual attendance is expected at all lessons, collaborative pianist coachings, studio classes, juries, and other required voice-area activities.

Private Lessons

Students are expected to arrive on time and prepared for each scheduled lesson. If a student knows that an absence will be necessary, the instructor should be notified as soon as possible and, whenever possible, at least 24 hours in advance.

Absences resulting from illness, emergency, college-sponsored activities, or other circumstances recognized by Amarillo College will be handled appropriately when timely communication is provided.

A student who misses or cancels a lesson for personal reasons is not automatically entitled to a make-up lesson. Make-up lessons may be offered at the instructor's discretion and as scheduling permits.

Failure to attend a scheduled lesson without prior communication will be considered a no-show and will result in a grade of zero for that week's lesson.

If the instructor must cancel a lesson, the lesson will be rescheduled or otherwise made up without penalty to the student.

Illness and Vocal Health

Students should communicate with the instructor when illness affects their ability to sing. Being unable to sing does not necessarily mean that a lesson must be missed. When appropriate, lesson time may be used for repertoire study, diction, translation, score analysis, musicianship, vocal pedagogy, listening, or other course-related work.

Students should not attend an in-person lesson when experiencing a contagious illness that could reasonably expose others.

Studio Class and Collaborative Pianist Coachings

Attendance at required studio classes and scheduled collaborative pianist coachings is part of the student's applied voice responsibilities. Students are expected to communicate promptly with the appropriate faculty member or collaborative pianist when an unavoidable absence occurs.

Students should remember that a collaborative pianist's time is also individually scheduled. Missing or arriving unprepared for a coaching affects another professional's time and should be treated accordingly.

Punctuality

Students arriving late to a lesson will receive the remaining portion of their scheduled lesson time. Lessons will not ordinarily be extended beyond the scheduled ending time to compensate for student tardiness.

Repeated absences, tardiness, cancellations, or failure to communicate may negatively affect the student's grade and may prevent the student from making the progress required for successful completion of the course.

Professional musicianship begins with respecting commitments—to your own development and to the people with whom you work.

Calendar

Additional Information

Communication

Students are encouraged to communicate openly and professionally throughout the semester. Questions about repertoire, assignments, scheduling, vocal concerns, or course expectations should be addressed as soon as they arise rather than waiting until the next scheduled lesson when time-sensitive.

College email should be used for official course communication. Students are responsible for regularly checking their Amarillo College email and other designated course communication platforms for announcements, scheduling information, assignments, and departmental updates.

Music and Materials

Students should bring all assigned music and necessary materials to every lesson, coaching, rehearsal, and performance. Music should be organized, clearly marked, and prepared for use by both the student and collaborative pianist.

Students are responsible for obtaining assigned repertoire in a timely manner and maintaining appropriate legal copies of music as required.

Recording Lessons

Students are encouraged to record portions of their lessons for personal educational use when appropriate and with instructor permission. Lesson recordings can be valuable tools for reviewing technical concepts, exercises, pronunciation, musical ideas, and assignments between lessons.

Recordings of lessons, coachings, studio classes, or other students may not be posted, distributed, or shared publicly without the permission of everyone involved.

Musician Health & Wellness

Maintaining physical, vocal, and hearing health is an essential part of developing as a musician. The demands of practicing, rehearsing, performing, and teaching require musicians to develop habits that support both their immediate well-being and their long-term careers.

Students are expected to become familiar with the health and safety resources developed by the National Association of Schools of Music (NASM) and the Performing Arts Medicine Association (PAMA). These resources provide important information regarding prevention, healthy practices, recognizing potential problems, and seeking appropriate professional assistance when necessary.

NASM–PAMA Advisories on Hearing Health:
https://nasm.arts-accredit.org/publications/brochures-advisories/nasm-pama-hearing-health/

NASM–PAMA Advisories on Neuromusculoskeletal and Vocal Health:
https://nasm.arts-accredit.org/publications/brochures-advisories/nasm-pama-nms-vocal-health/

Students are strongly encouraged to review these resources and to consider hearing and vocal health part of their ongoing professional responsibility as musicians.

Vocal Health

The voice is both an instrument and part of the body. Students are expected to develop responsible habits regarding vocal use and to communicate any illness, fatigue, discomfort, or significant change in vocal function that may affect singing.

Students should never feel that they are expected to sing through vocal pain. Pain is not an expected or acceptable part of healthy vocal development. When necessary, lesson activities may be modified to protect vocal health while continuing meaningful course work.

Students experiencing persistent vocal difficulties should seek evaluation from an appropriately qualified medical professional rather than attempting to diagnose or treat the problem solely through vocal instruction.

Individual Growth

Vocal development is highly individual. Voices do not develop at identical rates, and students should avoid measuring their progress solely against that of another singer. Repertoire, technical goals, and expectations will be selected according to the individual student's current development and educational needs.

Students are encouraged to become thoughtful observers of their own progress and increasingly independent musicians. Ask questions. Take notes. Listen critically. Experiment thoughtfully. Learn what helps your instrument function efficiently and understand why.

My goal as your instructor is not simply to help you sing your assigned repertoire successfully. It is to help you develop a healthy and sustainable technique, strong musicianship, artistic confidence, and an understanding of your own instrument that will continue to serve you as a performer, educator, and lifelong musician.

***Concert Reflection (Optional Enrichment)***
Students may choose to submit a brief written reflection (½–1 page) on a vocal or music-related event they attend during the semester. Reflections should focus on observations related to vocal technique, performance style, or musical expression. This activity is optional and intended to support broader musical engagement and learning. When access to live events is limited, approved recorded performances may be used in place of in-person attendance.