Date of Degree


Document Type


Degree Name





Stephanie Jensen-Moulton

Committee Members

Penny Prince

Susan Gonzelez

David Grubbs

Subject Categories

Arts and Humanities | Music | Music Pedagogy | Music Performance


Voice, Vocal Pedagogy, Solo Performance, Performance Opportunity, Vocal Technique


In this study, I examine the significance of the solo performance opportunity in vocal pedagogy at the tertiary level. In order to discover tangible correlations between solo performing and applied lessons, I designed and implemented a case study that focused on fourteen subjects rehearsing, performing, and recording roles in the children’s opera, Mambo. The findings stem from my theoretical analysis of substantive data collected through forty-one interviews and three months of observations. The data collected disclosed that whether the participants advanced within a particular performance practice (such as presentation), or developed a specific vocal technique (such as coloratura), Mambo became an extension of their private lessons and aided in developing vocal aptitudes that were previously missing or incomplete.

The pedagogical tools acquired by the subjects during the Mambo production represent significant advances in their technical skillsets. Since these skills are typically addressed as part of applied lessons in universities and conservatories, we may conclude that the rehearsal-performance platform yields untold pedagogical tools for students studying vocal performance at the tertiary level.