Conceptual Metaphors About Voice in the Teacher-Student Interaction System During Western Classical Singing Lessons.

Abstract

Objectives: This study explores the use of conceptual metaphors (CM) by teachers during Western classical singing lessons to facilitate communication and improve students' understanding of vocal technique. It examines the role of metaphors in enhancing the interaction between teachers and students within a cognitive linguistics framework.

Study design: Cross-sectional, interpretative study. 10 individual Western Classical singing lessons conducted by five different teachers were recorded, transcribed, and analyzed to identify metaphorical expressions related to vocal instruction. The analysis followed a four-level model to classify and interpret these expressions based on source and target domains, applying metaphor validation through teacher review groups.

Results: Four primary CMs emerged: SINGING IS WALKING, THE VOICE IS LIGHT, THE VOICE IS A FLUID, and THE VOICE IS A MOVING THING. These metaphors reveal how teachers convey complex vocal concepts through relatable imagery, aiding students' proprioceptive and emotional connection to vocal production.

Conclusions: CMs serve as an essential pedagogical tool in Western classical singing education, bridging the abstract aspects of vocal technique and practical performance. The findings underscore the importance of metaphorical language in facilitating an embodied understanding of singing, suggesting the need for adaptive metaphor use tailored to students' sensory experiences. Further research should investigate the universality of these metaphors across diverse teaching settings and vocal styles.