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Traditional imagery in  bel canto  singing teaching methods appear, at face value, to be the antithesis of contemporary approaches to voice science. However, pedagogical analysis of the use of imagery, which considers the relationship between ontology, language, and practice, suggests that this is a false dichotomy, predicated on a lack of clear communication and shared aims between scientists and teachers. Imagination-based teaching strategies can be synthesized with a rigorous understanding of voice science if pedagogical and research aims are aligned and a unified language for learning is developed through collaboration between voice scientists, singing teachers, and performers. To achieve this, the field must first redefine the understanding of the nature of imagination and its application to the creation of a new scientifically accurate imagery schema.

Imagery and Science in Singing Pedagogy: Redefining Imagination – A First Step to Resolving the Debate