Jeremy de Tolly speaks with Dr. Shannon Coates about vocal pedagogy, trauma-informed voice teaching, neurodiversity, and the future of inclusive singing education. Together they explore healthy singing, cultural bias in traditional training, and how voice teaching can become more empowering, student-led, and human-centered.

You will learn:

• What vocal pedagogy actually is — and why it’s more than anatomy and technique

• The difference between prescriptive teaching and student-led learning

• How trauma-informed and neurodiversity-affirming approaches are changing voice education

• Why “healthy singing” is often shaped by cultural and historical bias

• The hidden influence of colonialism and elitism in traditional vocal training

• How collective singing can support emotional regulation and healing

• Why agency and nervous system safety matter in voice lessons

• The importance of inclusive teaching for children and developing voices

• How modern voice teachers can create safer, more empowering learning spaces

• Why singing is deeply connected to identity, expression, and human connection

Sign up for Shannon’s voiceped 101 course below:

https://drshannoncoates.com/the-voiceped-101-library/

Join her mailing list: https://mailchi.mp/shannon-coates/voicepedrevolution-mailinglist-signup

If you’d like to explore this work further:

→ Free resources and guides

https://www.jeremydetolly.com/resources

→ Private coaching with Jeremy

Personalized support to help you move through vocal anxiety and speak with clarity and confidence.

https://www.jeremydetolly.com/coaching

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00:00 Introduction to student-led pedagogy
02:17 Defining vocal pedagogy and its historical context
05:02 Differentiating anatomy and physiology from pedagogy
09:30 Moving away from a prescriptive, competitive approach
12:23 Historical roots of Western classical singing
15:14 Systematization of voice training in academia
20:21 Systemic issues in traditional vocal education
25:38 Myths about "healthy" singing and cultural biases
30:44 The colonial perceptions of belting
34:44 Deconstructing systemic and racial biases
44:36 Community-based and inclusive models
46:40 Neurodiversity affirming approaches
58:45 Teaching children and developmental readiness
1:06:23 Reframing the narrative around children's singing
1:11:56 The power of Choral singing
1:13:23 Starting somewhere as a teacher
1:17:59 Final thoughts