Explore every episode of the podcast The Voice Science Podcast

Deliberate practice matters—but how much does it explain?

Following our two episodes on Ericsson, Krampe, and Tesch-Römer’s influential 1993 paper, we explore Macnamara, Hambrick, and Oswald’s 2014 meta-analysis of deliberate practice and performance.

Across 88 studies involving 11,135 participants, the researchers found that deliberate practice was an important predictor of performance. For musicians, it explained 21% of the variation in performance between individuals. The remaining 79% was not explained by deliberate practice in this analysis; it should not be interpreted as a measure of talent.

In this episode, we discuss why the relationship was stronger in more predictable activities, how retrospective practice estimates introduce uncertainty, and why differences in the definition and measurement of deliberate practice matter.

Practice matters. It does not explain everything.

Keep Singing Smart.

References

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406. https://doi.org/10.1037/0033-295X.100.3.363

Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25, 1608–1618. https://doi.org/10.1177/0956797614535810

In Part 2 of our exploration of Ericsson, Krampe, and Tesch-Römer’s landmark 1993 paper, we turn to Study 2 and its comparison of expert and amateur pianists.

The experts practiced more and performed better on piano-related tasks. But their advantage did not extend to general reaction-time and cognitive-motor tests. That distinction helps us understand what years of practice may develop—and what these studies can actually establish.

In this episode, we explore:

The 5.2-hour overestimate: Both expert and amateur pianists overestimated their weekly practice compared with their practice diaries.

7,606 versus 1,606 hours: Estimated cumulative practice by age 18 differed substantially between experts and amateurs. These were group averages, not a universal threshold for expertise.

Task-specific advantages: The experts’ stronger performance appeared in skills related to piano practice, rather than a general motor advantage.

Starting early and catching up: Earlier starts create more time to accumulate practice. Closing that gap becomes difficult when experienced performers continue practicing too.

Expertise as something acquired: We examine the authors’ argument that extended deliberate practice can explain abilities often attributed to innate talent, including their discussion of physical adaptation and perfect pitch.

The causality caveat: A strong relationship between practice and performance does not establish that practice alone caused the observed differences.

Starting later does not put improvement out of reach. The authors’ model allows for substantial gains when deliberate practice begins, while recognizing the demands of closing a large accumulated practice gap.

Next, we’ll continue this series with more contemporary research and responses to the original paper.

Until next time, Keep Singing Smart.

Referenced research

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. Read the paper via its DOI.

The Voice Science Podcast is back, and we’re kicking off the new season by dismantling one of the most repeated ideas in learning theory.

The 10,000-hour rule is everywhere. And it’s a misreading of the original research.

In part one of this two-part series, we go back to the source: the 1993 Ericsson, Krampe, and Tesch-Römer paper that started it all. The real finding wasn’t a magic number. It was that the most accomplished violinists had accumulated substantially more highly relevant, effortful practice over the course of their development, and that the quality and structure of that practice mattered as much as the quantity.

This episode breaks down what deliberate practice actually is, how three groups of university violinists differed in their practice habits and cumulative hours, and why the 10,000-hour figure has been so thoroughly misunderstood. Part two looks at a wider range of skills and ages through the lens of amateur to expert pianists.

Sources:

Ericsson, K.A., Krampe, R.T., Tesch-Römer, C., 1993. The role of deliberate practice in the acquisition of expert performance. Psychological Review 100, 363–406. https://doi.org/10.1037/0033-295X.100.3.363 Gebrian, M., 2024. Learn Faster, Perform Better: A Musician’s Guide to the Neuroscience of Practicing, 1st ed. Oxford University Press, Incorporated, Oxford.

voicescience.org

A quick but important update from the VoSci team — and a preview of what’s coming in September.

The Voice Science Podcast is taking a summer break. When we return, expect a more frequent and more focused series with some topics we’re genuinely excited about: how to maximize your practice time, what baritones can learn from trombones, and how a 500-year-old vocal exercise may be the best tool for developing your mixed voice.

In the meantime, the full episode archive, the VoSci Lexicon, and all the practice tools are waiting for you at voicescience.org.

See you in September.

Last episode, the premise was simple: when it comes to breath, more is almost always the wrong answer. This episode makes good on the promise — finding the leak and fixing it.

In part two, Josh Manuel gets diagnostic. The episode traces breath waste back to its most common source — the onset — and explains how the way you start a note largely determines how much air you’re about to burn through. From there it covers the full diagnostic tree for “I keep running out of air,” how to build toward firmer fold closure in singers who need it, why what you feel while singing is often the opposite of what’s actually happening, and a deep look at what breath support actually buys you once the work is done.

This one goes deep. It’s built for singers who want to understand the instrument, not just survive the phrase.

voicescience.org

“More air. More support. Bigger. Push more. Give me more.” If you’ve spent any time in a voice lesson or choir rehearsal, you’ve heard it. And according to Josh Manuel, founder of VoSci — it’s almost always the wrong answer.

In part one of this two-part episode, Drew Williams-Orozco walks through Josh’s ground-up breakdown of how breath actually works, why the “more” instinct betrays singers, and what’s really happening when a phrase falls apart. The episode covers the mechanics of inhalation and exhalation, what breath support actually is and which muscles are doing the work, why tension isn’t the enemy, and the subglottal pressure principle that reframes everything singers think they know about air.

Part two goes diagnostic — finding the specific leaks that are costing you air and what to do about each one. But first, the foundation.

voicescience.org

Not all students want the same thing — and assuming they do is one of the most common sources of frustration for both teachers and students.

In this episode, contributor Timothy Wilds introduces a diagnostic model developed by Juilliard-trained violinist and educator Fedor Ouspensky that helps teachers identify what a student actually wants from lessons. Built around two simple questions about goals and mastery, the model produces four distinct student types — Dedicated, Hobby, Casual, and Experience — each requiring a different teaching approach and a different kind of relationship.

Timothy walks through each type in depth, shares how his own teaching assumptions have had to evolve over four decades, and offers practical guidance for the most common scenario teachers face today: the student who wants the result without the skills — and what to do when that student is standing in front of you.

Whether you’re a teacher trying to retain students while holding your standards, or a student trying to figure out why lessons haven’t been clicking — this one is for both of you.

voicescience.org

Ready when you have the link! 🎙️

Vocal strain is one of the most common complaints singers bring into the studio — and one of the most misunderstood. In this episode, Drew walks through the mechanical cause of most strain, why the advice to “breathe deep and support” can actually make things worse for contemporary singers, and what to do instead.

The episode covers the hyperfunction loop, the relationship between breath pressure and vocal fold closure, why singing softly is more physically demanding than it sounds, and how redirecting tension into the torso changes everything. Practical, science-grounded, and immediately applicable.

If your throat gets scratchy on certain passages, if high notes feel like a fight, or if you hit a wall somewhere in the middle of your range — this episode is for you.

Anyone can legally teach voice lessons in the United States. No degree. No clinical hours. No exam. No license. In this episode, contributor Timothy Wilds makes a direct and sometimes uncomfortable case for why that should change — and what a more professionalized field could look like.

Timothy draws a pointed comparison between the credentialing standards required of speech-language pathologists and those expected of voice teachers, argues that the overlap between the two professions is larger than the industry acknowledges, and challenges the commonly cited reasons for keeping voice teaching unregulated. He also shares how his own teaching was transformed by pursuing deeper training — and why he believes evidence-based tools and voice science have a critical role to play in raising the bar for teachers at every level.

Whether you’re a voice teacher, a student, or simply someone who cares about the integrity of the field — this episode is for you.

Ready to go deeper? VoSci Academy gives you structured Practice Paths, real-time pitch and interval feedback, and biweekly Q&A calls. Learn more at voicescience.org

When someone tells me they can't sing, I usually hear: I tried, it didn't sound right, so I assumed the instrument was broken. It almost never is.

This episode unpacks why singing lives much closer to speech than most singers think, why what you hear of your own voice isn't what's coming out of your mouth, and why the first year of lessons is mostly about removing habits — not building new ones. We get into attractor states, the diaphragmatic breathing problem for pop and musical theatre singers, what every other instrument in the practice wing knows about fundamentals, and the research showing that how you practice matters far more than how long.

Whether you have a teacher or you're going it alone, the path forward is the same: short sessions, specific goals, daily, and a recorder you're willing to listen back to.

Ready to go deeper? VoSci Academy gives you structured Practice Paths, real-time pitch and interval feedback, and biweekly Q&A calls. Learn more at voicescience.org

Presented by: Drew Williams Orozco

Written by: Josh Manuel

Your Choir Director Is Your Real Voice Teacher — For Better or Worse | The Voice Science Podcast

Has your choir director ever told you to "open your mouth," "create more back space," or "raise your soft palate" — and you had no idea whether you were actually doing it right? You're not alone. And the stakes are higher than most people realize.

A 2019 study by Chorus America reported that 54 million US adults and children sing in choirs. That means for the vast majority of singers, the choir rehearsal — not the private lesson — is where all the voice training is happening.

In this episode, contributor Timothy Wilds unpacks what that really means: for choir directors, for choir members, and for the long-term vocal health of anyone who has ever stood in a section and tried to follow their director's instructions.

You'll learn:

• Why the choir rehearsal is the primary site of voice training — and why that matters
• The real vocal knowledge gaps in choir directing, and why they exist
• A practical three-part framework for decoding the most common choral directives:
  • "Open your mouth / drop your jaw" — what the director is after, and how to test it
  • "Open your throat / create more back space" — the anatomy behind the instruction, and how to find it
  • "Raise your soft palate" — what that actually means physically, and how to know you've done it
• Why singers consistently overdo these adjustments — and what happens when they do
• What choir members should expect from their directors, and how to advocate for themselves in the room

👉 Want structured training between rehearsals? Check out Practice Paths at voicescience.org

🧠 Topics Covered:

• Chorus America 2019 data on choral participation
• Why most singers' vocal education comes from choir, not private lessons
• Director knowledge gaps: church, school, and theatre contexts
• Oral cavity opening — the one-finger test
• Pharyngeal anatomy: dimensions, flexibility, and function
• Velopharyngeal port, velum, and the "ng" soft palate test
• The "Goldilocks position" across all three directives
• Why oversized breaths and exaggerated adjustments undermine the goal

🔥 Helpful for:

• Choir singers trying to understand what their director is actually asking for
• Choir directors looking to be more precise and effective in rehearsal
• Voice teachers working with students who have a choral background
• Anyone whose primary vocal training has been in an ensemble setting

Overview

A complete rework of Episode 1. Expanded with two new sections — symptom mapping (what failing breath support looks and sounds like) and studio observations (teacher-focused patterns and honest expectations). Original content restructured to lead with the diaphragm myth as the primary hook. Estimated runtime: 18–22 minutes.

Key Concepts

• The diaphragm is an inhalation muscle that relaxes during singing — it cannot "support" the voice
• Breath support = voluntary regulation of exhalation to manage subglottal pressure
• Your body already produces enough pressure; the job is managing and extending it
• The muscles you can actually control: external intercostals, pectorals, lats
• Smaller controlled breaths > maximum breaths for contemporary styles
• Failing support shows up in the body before it shows up in the sound
• Too-small breaths are rare — running out of air is almost always a management problem
• Results possible in session one; automation takes months; never fully automatic

Research Notes

• Traser et al. (2020): subglottal pressure for singing = 5–35 cmH2O; maximal inhalation = ~30 cmH2O recoil force
• Fiz et al. (1993): healthy individuals produce up to 204 cmH2O; trumpet players up to 288 cmH2O — 8x+ the max needed for singing

Why Technically Perfect Singing Is Boring — And What Actually Moves People | The Voice Science Podcast (Title A — A/B test against: "What 'Phrase It Better' Actually Means — And How to Do It")

Timothy once attended a choir performance at Juilliard. Every note was in place. The tuning was immaculate. The blend was flawless. And it was boring. So what's the difference between technically correct singing and singing that actually moves people? One word: phrasing.

In this episode, Josh Manuel breaks down what phrasing actually is, how to teach it, and what singers can do right now to start making more intentional, expressive choices — regardless of genre or level.

You'll learn:

• Why "phrase it better" isn't an instruction — and what to say instead
• How to find the keyword in any phrase, and why it changes everything
• The tools singers actually have: dynamics, rubato, onset choices, consonant weight
• Why self-discovery is the most important principle in teaching phrasing — and how to protect it
• The breath problem that shows up the moment students start working on expression
• Why phrasing is completely different in classical vs. contemporary styles
• Why you should always learn the song as written before making any artistic choices
• What mastery in phrasing actually sounds like — and how to know when a student is getting there

👉 Want structured practice built around how your voice is actually performing? Check out Practice Paths atvoicescience.org

🧠 Topics Covered:

• Phrasing defined: the bridge between technical execution and storytelling
• Text analysis: speaking the lyrics as a sentence to find natural emphasis
• Keyword identification and why students surprise you
• Dynamics, tempo rubato, glottal onsets, consonant intensity
• The self-discovery principle and why you never demonstrate first
• Breath choices as a storytelling tool — and the disconnect of the diaphragmatic breath in emotional contexts
• Genre conventions: classical vs. contemporary phrasing rules
• Learning from multiple recordings to build artistic taste
• Mastering the score before departing from it
• What mastery sounds like from the teacher's perspective

🔥 Helpful for:

• Singers who've been told to "phrase it better" and didn't know what that meant
• Voice teachers looking for a concrete framework for teaching expression
• Students who sing technically well but feel something is missing in their performances
• Anyone crossing genres who needs to understand why the rules change

Production Notes

Written by Josh Manuel. Read by Drew. Audience: intermediate-to-advanced singers and voice teachers. Covers phrasing from first principles through mastery. Practice Paths CTA. Estimated runtime: 18–22 minutes.

Are you a soprano? A baritone? A mezzo? If you’ve ever found yourself obsessing over your voice type, you’re not alone — and this episode is exactly what you need to hear.

Written by Timothy Wilds, this episode of The Voice Science Podcast takes a deep dive into voice classifications: what they are, where they came from, and why treating them as a fixed identity might be quietly holding your voice back.

We trace the history of voice types from early choral music through the evolution of opera, explore why the classical SATB system simply doesn’t apply to contemporary commercial music (pop, rock, R&B, country, and beyond), and make the case for a more expansive, freeing approach to understanding your own voice.

Whether you’re a beginner singer looking for answers, an amateur trying to break through a plateau, or a voice teacher looking for fresh language to use with your students — this conversation will challenge the way you think about vocal identity.

Topics covered in this episode:

- The origins of voice classification in choral and operatic music
- What soprano, alto, tenor, and bass actually communicate — and what they don’t
- How commedia dell’arte shaped operatic voice typing
- Why CCM singers should largely ignore classical voice type systems
- Why your speaking voice and singing apps are unreliable guides to your vocal range
- How to think about your voice in a way that promotes freedom and exploration

Ready to go deeper? Sign up for our free 365 Days of Voice Science email series — one practical lesson delivered to your inbox every day. Start for free at voicescience.org/free.

Written by Timothy Wilds

Presented by Drew Williams-Orozco

Most voice teachers teach the same lesson to every student. Same warmup, same exercises, same repertoire suggestions. It's efficient, it's comfortable—and it shortchanges the fundamentally different instrument sitting in front of you.

This episode tackles individualized teaching honestly: not the idealized version where you run comprehensive diagnostics on every new student, but the realistic version where you're juggling a full studio and a mortgage payment. We cover how deepening your voice science knowledge is the highest-leverage investment you can make, why the music doesn't adapt to your student's anatomy (so you have to), when to stick to your teaching style and when to send a student to someone better suited, and the real consequences of cookie-cutter pedagogy—including the misclassification problem that silently damages voices for years.

Practical takeaway: start creating exercises from your students' actual repertoire instead of relying solely on generic warmups.

Sign up for The Singing Email: www.voicescience.org/free

Written by Timothy Wilds
Performed by Drew Williams-Orozco

Voice training has the potential to be deeply rewarding—for students and teachers alike. But too often, that early excitement fizzles into disappointment and a disappearing student.

In this episode, veteran voice trainer Timothy Wilds explores why that happens and what both sides can do about it. The answer starts before the first lesson: most students have no idea what voice training actually entails. They think they'll just sing songs. They don't realize it involves understanding how the voice works AND deepening their musical intelligence—and that both take real time and effort.

Timothy makes a case for clarity (give students specific, bite-sized practice directives), honesty (tell them the truth about the timeline), and structure (a 90-day minimum commitment that benefits everyone). He also addresses when students—especially children—are truly ready for private lessons, the damage consumerism has done to music education, and why voice trainers need to stop lowering standards.

Whether you're a teacher or a student, this episode will reshape how you think about the voice training experience.

📧 Sign up for The Singing Email: voicescience.org/free

Presented by Drew Williams-Orozco

"Descend on that high note like a leaf gently falling onto a lake."

Beautiful image. But what does a singer actually do with that?

In this episode, we tackle the imagery debate head-on. We share a personal story of doing breath support exercises for years—lying on piano benches with heavy books, dutifully tensing abs—only to discover that less than 10% of breath support actually comes from the abdominals. Within a week of learning what was really happening, dynamic control improved and a full step was added to the top of the range.

That experience reshaped everything about how we approach imagery in teaching.

We break down: → Why imagery is wildly inconsistent from student to student → The difference between "tangible" and "abstract" imagery → Why most voice teachers rely on imagery (hint: it's often the only tool they were given) → A simple framework for using imagery more intentionally → What singers should know about finding the right teacher for how they learn

Imagery isn't bad. But it's not enough on its own. This episode helps you figure out when to use it—and when to dig deeper.

Get 365 free voice lessons: https://www.voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

The finale of our five-part formant series tackles the question every classically-trained voice teacher faces: how do you teach CCM without making students sound operatic?

Classical technique uses maximum formant manipulation for acoustic projection. CCM flips this—minimal manipulation, speech-like production, letting the microphone handle projection. Same physics, completely different targets.

We cover belt's specific F1:2f₀ tuning (and its ceiling around C5/A4), clarify why mix isn't a formant strategy at all, and explain when to use ring versus twang based on laryngeal position.

If you've ever had a student sound "too covered" or "too classical" for their pop audition, this episode gives you the diagnostic framework and practical fixes.

Series recap included—all five parts synthesized into one complete formant toolkit.

📧 www.voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

"Just sing what's on the page." The advice that made me feel slapped across the face—until I realized I'd been confusing inspiration with artistry for years.

This episode explores why learning music from recordings is like playing telephone, why your "artistic choices" might just be accidents you kept doing, and the framework I use to decide when changes actually serve the character. Plus: how I caught myself making the same mistake with School of Rock nearly 20 years after learning this lesson.

Presented by Drew Williams-Orozco

Written by Josh Manuel

You've read about formants. You understand F1, F2, the singer's formant. But when you try to apply it in lessons, your student's eyes glaze over—or worse, they strain trying to find "more ring."

There's a gap between understanding formant science and actually teaching it. This episode bridges that gap for classical and legit musical theater technique.

We cover two fundamentally different teaching approaches (both work—the skill is knowing which to use when), voice type-specific strategies for developing formant awareness, practical diagnostic frameworks for common technique problems, and when visual feedback helps versus when it becomes a crutch.

In this episode:

• Direct vs. indirect teaching: acoustic feedback vs. kinesthetic imagery
• Teaching singer's formant to tenors, baritones, and basses
• Why the male passaggio is an acoustic transition (and how to teach covering)
• Teaching F1:F0 tuning to sopranos—and why modifications must start early
• The alto hybrid approach: why "low soprano" and "female tenor" pedagogy both fail
• Diagnostic framework for classical technique issues
• Why you should teach the science at every level (age-appropriate vocabulary, not dumbed-down avoidance)

Note: This episode focuses on classical technique. CCM, belt, and mix voice strategies require different acoustic targets—that's Part 5.

Part 4 of our 5-episode Formant Series synthesizing the research from Episodes 1-3 into practical pedagogy.

Get 365 singing lessons delivered to your inbox: www.voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

Singing is supposed to be fun—so why does it stop feeling that way?

Josh shares his own journey through singer burnout: from loving choir as a kid, to spending every evening locked in practice rooms chasing a perfection that kept moving further away. He breaks down what actually causes burnout for hobbyists, music students, and professionals—and offers different strategies for each.

If you've ever dreaded the practice room, felt like you weren't getting better no matter how hard you worked, or lost the ability to just enjoy music—this one's for you.

Join us for 365 free voice lessons at voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

That B♭4 in your piece—too thin when you "think soprano," too stuck when you bring in chest voice. You're not doing it wrong. Your voice isn't difficult. You're an alto, and you need both acoustic strategies.

In Part 3 of our Formant Formula series, we explore what makes the alto voice acoustically unique: the requirement to use singer's formant projection in the lower range AND F1:F0 tuning in the upper range—and to blend them smoothly through the critical transition zone where most alto repertoire lives.

We cover:

• Why altos are "acoustically bilingual"
• The A4-D5 transition zone and why it feels unstable
• What research reveals about how successful altos navigate this zone
• Why your teacher's advice might seem contradictory
• Vowel-specific strategies (why /a/ is easier than /i/ or /u/)
• Common alto problems and their acoustic solutions
• Practical exercises for developing the gradual blend

If you've ever felt caught between soprano technique and something closer to how lower voices work, this episode explains why—and what to do about it.

📧 Free daily voice science lessons: www.voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

Your cold symptoms are gone, but when is your voice actually ready to sing again? Feeling better and being healed aren't the same thing—and that gap is where vocal injuries happen.

This episode delivers a concrete return-to-singing protocol: three readiness tests, four recovery phases, and specific guidance for when you have to perform anyway. We also tackle that frustrating "lump in throat" sensation that lingers after illness and the cough/clearing cycle that keeps inflammation going.

The singers with long careers aren't the ones who push through everything. They're the ones who know when to protect their instrument.

🎤 The Singing Email: www.voicescience.org/free

Presented by Drew Williams-Orozco

Written by Josh Manuel

References:

Fried, Marvin P., and Robert T. Sataloff. "Acute Laryngitis." In *StatPearls*. Treasure Island, FL: StatPearls Publishing, 2024.

Kaneko, Mami, Koichi Tsunoda, Masaki Hayashi, Shoichi Satoh, Hiroyuki Ozaki, and Toshihiko Komatsu. "Wound Healing After Phonosurgery: A Study Comparing Voice Rest and Voice Training." *Journal of Voice* 30, no. 6 (2016): 775.e11–775.e14.

Kim, Gwang Ha, Moo In Park, and Won Moon. "Globus Pharyngeus: Clinical Characteristics and Relationships with Gastroesophageal Reflux Disease." *World Journal of Gastroenterology* 18, no. 16 (2012): 1877–1883.

Rowley, Howard, Kevin O'Dwyer, Peter Jones, and Michael Walsh. "The Natural History of Globus Pharyngeus." *Laryngoscope* 105, no. 10 (1995): 1118–1121.

Sivasankar, Mahalakshmi, and Ciara Leydon. "The Role of Hydration in Vocal Fold Physiology." *Current Opinion in Otolaryngology & Head and Neck Surgery* 18, no. 3 (2010): 171–175.

University of Minnesota Lions Voice Clinic. Readiness assessment protocols for post-URI vocal recovery.

Whitling, Supriya. "Voice Rest and Voice Therapy: A Prospective Comparison of Their Contributions to Postoperative Outcome After Phonosurgery." *Journal of Voice* 32, no. 5 (2018): 574–580.

Why do sopranos struggle to project on high notes while tenors cut through effortlessly? It's not effort—it's acoustics.

In Part 2 of our Formant Series, we explain F1:F0 tuning: the formant strategy high voices need in the upper range. When your fundamental frequency exceeds 500 Hz, the singer's formant cluster stops working. You need a completely different approach.

We cover why vowel modification is acoustic necessity (not technique failure), exactly how much to modify each vowel at specific pitches, and three exercises for developing smooth, systematic adjustments.

Research from Garnier, Joliveau, Schutte, and others—translated into practical application.

📧 Free daily voice lessons: www.voicescience.org/free

Written by Josh Manuel | Recorded by Drew Williams-Orozco

Your cold symptoms cleared up days ago—so why does your voice still feel off?

Cold symptoms resolve in 3-7 days. Vocal fold tissue takes 3-4 weeks to fully heal. That 1-3 week gap where you feel fine but your voice isn't ready is where singers cause preventable damage.

This episode covers what's actually happening in your vocal folds during a respiratory infection—the swelling, the fragile blood vessels, the disrupted mucosal wave. We break down the three injury patterns from returning too soon (hemorrhage, nodules, and muscle tension patterns that stick around after healing), which medications help versus hurt, and when hoarseness means it's time to see an ENT.

Sign up for The Singing Email: https://www.voicescience.org/free

Episode delivered by Drew Williams-Orozco

Written by Josh Manuel

Why do trained male singers cut through orchestras effortlessly while you're straining to be heard over a single guitar? The answer isn't talent—it's acoustic physics.

In Part 1 of our 5-episode Formant Series, we break down the singer's formant: a learnable concentration of acoustic energy around 3,000 Hz that gives low voices their characteristic ring and carrying power. You'll learn what creates this physiologically (hint: pharynx width + epilaryngeal narrowing), why this frequency region exploits a built-in perceptual advantage, and how to develop it in your own voice.

We also tackle the passaggio—that stuck, heavy feeling around E4-G4—with the acoustic explanation for what "covering" actually means and practical strategies for navigating the transition smoothly.

Next week: Why sopranos use completely different physics.

Get 365 free science-based voice lessons delivered to your inbox: www.voicescience.org/free

Why do singing resolutions fail every January? It's not your discipline—it's the model itself. In this Season 1 finale, we break down the two predictable failure modes of vocal resolutions and introduce a process-based alternative built on compound improvement.

Learn why 1% daily gains outperform breakthrough chasing, what your first 30 days should actually look like, and how long-term improvers think differently about progress.

In this episode:

• Why willpower-based resolutions are designed to fail
• The vagueness trap and the ambition-without-structure trap
• How invisible progress leads singers to quit too early
• A five-step framework for building sustainable practice
• What separates plateau breakers from resolution chasers

Presented by: Drew Williams-Orozco

Written by: Josh Manuel

Everyone says warm-ups are essential. Everyone says they protect your voice. But when we looked at the research, the honest answer surprised us.

The injury prevention framing is a recent invention—borrowed from sports medicine, where even that field can't prove warm-ups prevent injury. Meanwhile, the physiological mechanisms we assume are happening (increased blood flow, tissue temperature changes) remain largely theoretical.

But here's what troubles us more: the concept of "warming up" gives singers permission to practice mindlessly. The bel canto masters understood something we've forgotten—their exercises weren't warm-ups, they were skill-building. Every repetition either builds a good habit or reinforces a bad one. There's no neutral.

Team

Read by Drew Williams Orozco

Written by Josh Manuel

References

Afonso, J., Ramirez-Campillo, R., Sarmento, H., Santos, J. A. R., & Clemente, F. M. (2024). Revisiting the 'Whys' and 'Hows' of the Warm-Up: Are We Asking the Right Questions? *Sports Medicine*, 54(1), 23–38. https://doi.org/10.1007/s40279-023-01908-y

Elliot, N., Sundberg, J., & Gramming, P. (1995). What Happens During Vocal Warm-Up? *Journal of Voice*, 9(1), 37–44. https://doi.org/10.1016/S0892-1997(05)80221-8

Gish, A., Kunduk, M., Sims, K., & McWhorter, A. J. (2012). Vocal Warm-Up Practices and Perceptions in Vocalists: A Pilot Survey. *Journal of Voice*, 26(1), e1–e10. https://doi.org/10.1016/j.jvoice.2010.10.005

Hoch, M., & Sandage, M. J. (2018). Exercise Science Principles and the Vocal Warm-Up: Implications for Singing Voice Pedagogy. *Journal of Voice*, 32(1), 79–84. https://doi.org/10.1016/j.jvoice.2017.03.017

Iwarsson, J., Lindström, M., Hertegård, S., Sundberg, J., & Nägga, E. (2022). Effects of Warm-Up Exercises on Self-Assessed Vocal Effort. *Logopedics Phoniatrics Vocology*, 48(3), 121–130. https://doi.org/10.1080/14015439.2022.2075459

Moorcroft, L., & Kenny, D. T. (2013). Singer and Listener Perception of Vocal Warm-Up. *Journal of Voice*, 27(2), 258.e1–258.e13. https://doi.org/10.1016/j.jvoice.2012.11.001

Motel, T., Fisher, K. V., & Leydon, C. (2003). Vocal Warm-Up Increases Phonation Threshold Pressure in Soprano Singers at High Pitch. *Journal of Voice*, 17(2), 160–167. https://doi.org/10.1016/S0892-1997(03)00004-3

Ragsdale, J., Nix, J., Sandage, M. J., & Hoch, M. (2022). Collegiate Singers' Perceptions of Vocal Warm-Up Duration. *Journal of Voice*, 36(1), 145.e1–145.e6. https://doi.org/10.1016/j.jvoice.2020.04.009

Ruotsalainen, J. H., Sellman, J., Lehto, L., Jauhiainen, M., & Verbeek, J. H. (2007). Interventions for Preventing Voice Disorders in Adults. *Cochrane Database of Systematic Reviews*, (4), CD006372. https://doi.org/10.1002/14651858.CD006372.pub2

93% of voice teachers experience imposter syndrome. 52% burn out. And 44% never collaborate with another teacher. If you've been teaching alone and wondering if everyone else has it figured out—this episode explains why that's not a personal failure, and what the research says actually fixes it.

We cover why your degree program probably didn't prepare you, why the competitive culture in private instruction is making everything worse, and practical collaboration strategies that actually improve teaching outcomes: coffee chats, master classes, guest lessons, and joint recitals.

One connection. One teacher. One conversation. That's where it starts.

🎓 Join VoSci Academy for bi-weekly live Q&A and a community of voice teachers: https://www.voicescience.org/academy

Your voice changes as you age—but 85% of people who get the right help actually improve. This episode covers what really happens to your voice over time and what you can do about it.

We break down presbyphonia (age-related voice changes): vocal fold atrophy, tissue stiffness, cartilage calcification, respiratory decline, and hormonal effects. Then we cover Vocal Function Exercises—the intervention with the strongest research evidence—including the exact protocol and dosage.

Practical guidance for aging singers, voice teachers working with older students, and choir directors managing ensembles where the average age keeps climbing.

What you'll learn: → Why voices get breathy, lose range, and fatigue faster → The physiology behind vocal fold bowing and glottal insufficiency → Vocal Function Exercises: the 4-exercise protocol with specific pitches → How 6-12 weeks of practice produces measurable improvement → Repertoire and rehearsal adaptations for aging voices

00:00 Introduction
01:55 What actually happens to aging voices
09:22 How this affects your singing
11:22 Vocal Function Exercises: the evidence
17:03 Practical advice for singers, teachers, & choir directors
21:12 The bottom line

PRIMARY RESEARCH BIBLIOGRAPHY

Angadi V, Croake D, Stemple J. Effects of Vocal Function Exercises: A Systematic Review. Journal of Voice. 2019;33(1):124.e13-124.e34.

Angerstein W. Vocal Changes and Laryngeal Modifications in the Elderly (Presbyphonia and Presbylarynx). Laryngorhinootologie. 2018;97(11):772-776.

Belsky MA, Shelly S, Rothenberger SD, et al. Phonation Resistance Training Exercises (PhoRTE) With and Without Expiratory Muscle Strength Training (EMST) For Patients With Presbyphonia: A Noninferiority Randomized Clinical Trial. Journal of Voice. 2021.

Crawley BK, Dehom S, Thiel C, et al. Assessment of Clinical and Social Characteristics That Distinguish Presbylaryngis From Pathologic Presbyphonia in Elderly Individuals. JAMA Otolaryngology—Head & Neck Surgery. 2018;144(7):566–571.

Desjardins M, Halstead L, Simpson A, Flume P, Bonilha HS. Respiratory Muscle Strength Training to Improve Vocal Function in Patients with Presbyphonia. Journal of Voice. 2022;36(3):344-360.

Mau T, Jacobson BH, Garrett CG. Factors associated with voice therapy outcomes in the treatment of presbyphonia. The Laryngoscope. 2010;120(6):1181-1187.

Stemple JC, Lee L, D'Amico B, Pickup B. Efficacy of vocal function exercises as a method of improving voice production. Journal of Voice. 1994;8(3):271-278.

Ziegler A, Abbott KV, Johns M, Klein A, Hapner ER. Preliminary data on two voice therapy interventions in the treatment of presbyphonia. Laryngoscope. 2014;124(8):1869-1876.

Stop hunting for notes at the piano. Sight reading is the most practical skill singers can develop—and it's completely learnable with the right approach.

We break down what sight reading actually is, why it matters for church musicians, auditioners, and choir singers alike, and compare the main learning systems: neutral syllables, scale numbers, and solfege. Plus the exact resource and difficulty level to start with today.

Sight reading saves time, builds confidence, and makes you a more independent musician. Five to ten minutes of daily practice at the right difficulty level compounds over time. Start with the VoSci Sight Reading Generator at Beginner - L1 and track your progress.

Resources: VoSci Sight Reading Generator | Zone of Proximal Development | VoSci Academy ($1 for 30 days)

Struggling to learn songs quickly and accurately? Most singers waste hours repeating the same mistakes. In this episode, you'll discover the 7-step systematic method professional singers use to master songs faster with deeper understanding and fewer errors.

🎤 Ready to level up your singing? Join VoSci Academy for just $1 for 30 days and get instant access to courses that build the technical foundation every singer needs: www.voicescience.org/academy/

In this episode, you'll learn: 

✓ How to listen strategically (without copying bad habits) 

✓ Why analyzing the score saves you time later 

✓ The secret to separating notes, rhythm, and text 

✓ How to practice with intention and know when you've truly mastered a piece 

✓ The breath planning technique that transforms your performance 

✓ When to stop listening to recordings (this might surprise you!)

Whether you sing classical, musical theatre, pop, or hymns, this proven method will help you learn repertoire more efficiently and perform with greater confidence.

Stop practicing harder. Start practicing smarter.

Try VoSci Academy risk-free: www.voicescience.org/academy/

Credits:

Written by: Josh Manuel

Recorded by: Drew Williams-Orozco

How do you teach someone to feel confident when they sing? In this episode, we explore the psychology and pedagogy behind building genuine vocal confidence—not through empty praise or forced positivity, but through earned experience and strategic teaching approaches.

In This Episode:

• The anatomy of confidence: why experience matters more than talent or personality
• Creating "safe risk" environments using the zone of proximal development
• Transferring ownership from teacher-dependent to self-sufficient singers
• Common teaching pitfalls that accidentally undermine confidence growth (over-praising, over-correcting, and rushing progress)
• Why confidence is context-specific and what that means for performers
• Practical strategies for voice teachers, coaches, and supportive family members

Whether you're a vocal pedagogue looking to refine your teaching approach, a singer struggling with performance anxiety, or someone supporting a vocalist's journey, this episode offers science-backed insights into how confidence is truly built—one small victory at a time.

Key Topics: vocal confidence, singing pedagogy, performance anxiety, voice teaching strategies, self-efficacy in music, vocal technique, music education, stage fright, vocal coaching methods, growth mindset for singers

Learn more about building evidence-based vocal confidence at voicescience.org/vosci-academy

Credits: 

Written by Josh Manuel
Recorded by Drew Williams-Orozco

Discover the science behind extreme vocals, screaming, and growling in metal music. Are harsh vocals safe? How do death metal singers create those intense sounds?

In this episode of The Voice Science Podcast, we explore the fascinating biomechanics of extreme vocalizations with insights from Dr. Ingo Titze's Utah Center for Vocology and research on Will Ramos of Lorna Shore. Learn how the supraglottic region creates vocal distortion, why the stigma around harsh vocals may be misguided, and what voice science reveals about safe screaming techniques.

Topics covered:

• The anatomy of extreme vocalizations and vocal distortion
• False vocal fold vibration and intentional distortion techniques
• Why metal fans love harsh vocals
• Separating myths from evidence-based voice science
• Safe practices for scream and growl techniques

Whether you're a metal vocalist, vocal coach, or curious about extended vocal techniques, this episode reveals how extreme vocals are created without vocal damage when done correctly.

Featured research: Dr. Amanda Stark, Dr. Julian McGlashan's vocal distortion study, Complete Vocal Technique

#ExtemeVocals #VocalScience #MetalVocals #VocalDistortion #ScreamingTechnique #VoiceScience #HarshVocals #DeathMetal #VocalTechnique #WillRamos #LornaShore

What is head voice, really — and why does it fall apart when you try to sing higher?

Most singers are told to “relax” or “place the sound in the mask,” but if relaxing fixed head voice, no one would struggle with it. In this episode, we’ll break down what head voice actually is (and what it’s not), why it fails, and how to fix it fast — using research-backed vocal exercises proven to strengthen and balance your voice.

You’ll learn:

🎙 What head voice actually means in voice science — the balance of the TA and CT muscles

🎯 Why chest-voice dominance causes cracks, strain, and breathiness

💨 How air pressure and vocal fold coordination work together

⚙️ The Vocal Function Exercises (Stemple Protocol) — the only clinically validated routine to train head voice safely and effectively

If you’ve ever wondered why your high notes sound weak, breathy, or unstable, this episode walks you through exactly how to rebuild your upper register with precision and evidence-based methods.

By the end, you’ll understand how to strengthen your head voice, expand your range, and sing higher notes with freedom — no guessing, no squeezing, and no myths.

👉 Want structured practice paths and step-by-step vocal training?

Join VoSci Academy — your home for evidence-based singing courses, guided practice paths, and live Q&A support.

https://voicescience.org/academy

🎧 Listen & Subscribe: The Voice Science Podcast

🎵 Topics: Head Voice vs Chest Voice, Mix Voice Training, How to Sing Higher, Vocal Exercises for Singers, Voice Science Explained

✍️ Written by Josh Manuel

🎙 Recorded by Drew Williams-Orozco

Ready to stop chasing rare “breakthroughs” and start building consistent progress? In this episode of VoSci, we dive into how to get 1% better at singing every day by focusing on the foundational daily singing practice and the essential micro-skills for singing that truly move your voice forward.

You’ll discover why waiting for inspiration won’t cut it, what often keeps singers stuck, and how small, intentional adjustments (vowel shapes, tongue height, breath timing, resonance decisions) compound into real transformation.

Whether you’ve sung in the past, paused, or feel like you’re stuck on a plateau — this episode gives you a clear, manageable focus: pick one micro-skill today, train it with full attention, and use it to build momentum.

Tune in to transform frustration into progress, boredom into clarity, and practice into purposeful artistry. Ready to sing smarter? Let’s go.

Many singers fear that understanding how singing works will somehow destroy the mystery—that too much knowledge will make the art mechanical. But what if the opposite is true?

In this episode of The Voice Science Podcast, we explore why some singers avoid learning the science and musicianship behind their voice, and how deeper knowledge can actually liberate creativity rather than suppress it. From myths about “singing from the heart” to the fear that analysis ruins artistry, we dig into why curiosity—not ignorance—is the real path to freedom.

🎓 Ready to build real skills and confidence in your singing?

Explore VoSci Academy, your home for structured courses, tools, and guided practice paths designed for evidence-based voice training:

👉 https://www.voicescience.org/academy/

Credits:

Written by Timothy Wilds

Presented by Drew Williams-Orozco

Most singers think “support” begins and ends with breath control. Ask almost anyone on the street what good singing requires, and you’ll hear it: support your breath. But that answer, while not wrong, is incomplete.

In this episode of The Voice Science Podcast, we go far beyond breath management and introduce a critical—but often overlooked—dimension of vocal support: anchoring. Borrowed from Estill Voice Training, anchoring reveals how engaging larger muscles of the head, neck, torso, and even the lower body creates the stability necessary for precise, powerful, or even delicate singing.

You’ll learn:

• Why breath support alone can’t explain what great singers are actually doing
• The difference between breath management and anchoring
• Practical physical prompts for stabilizing the body—without visible strain
• Why anchoring matters just as much for soft, legato singing as it does for high-intensity belting

Support isn’t “take a bigger breath.” It’s body-wide engagement used to free the voice.

Confidence can feel elusive for singers—everyone wants it, but few know how to build it. In this episode of The Voice Science Podcast, we unpack what confidence really means for singers and how to create it from the ground up.

You’ll learn why doubt isn’t always the enemy, why true confidence requires both vocal technique and musicianship, and how to fortify your singing with practical strategies like preparation, focus, and storytelling.

If you’ve ever worried about looking foolish on stage or felt paralyzed by nerves, this episode will give you a clearer path toward confidence built on skill—not luck.

Is classical training really the best foundation for every singer? For generations, singers have been told that if you can sing classically, you can sing anything. But does that claim hold up?

In this episode of The Voice Science Podcast, we break down what “classical singing” actually means—its history, aesthetics, and defining traits—and why it isn’t a one-size-fits-all approach. We’ll explore the role of space and accompaniment in shaping vocal production, the traits that give classical singing its sound (legato, vowel shaping, chiaroscuro, projection, and more), and why many of those traits don’t directly transfer to contemporary styles.

Most importantly, we’ll challenge the myth that classical technique is the safest or smartest starting point for all singers. Instead, we’ll talk about how developing a flexible, multi-style approach gives singers more freedom and longevity than any single tradition can offer.

Choosing the right songs to sing isn’t as simple as picking a favorite tune. A good choice can motivate practice, support vocal growth, and bring joy. The wrong choice can lead to frustration or stalled progress.

In this episode of The Voice Science Podcast, Josh Manuel explores song selection from two perspectives:

• For singers: how to choose songs that make you happy, challenge you just enough, and fit your voice — including why changing keys or ignoring gender expectations is perfectly valid.
• For teachers: how to balance scaffolding and student choice when assigning repertoire, why both paths matter, and how to guide students without underestimating their capabilities.

Whether you’re picking songs for yourself or helping students find the right repertoire, this episode gives you a framework grounded in both learning science and real-world teaching experience.

Written by Josh Manuel and recorded by Drew Williams-Orozco.

👉 Learn more at voicescience.org

And as always — Keep Singing Smart.

Your thoughts about singing shape how you sing—for better or worse. In this episode of The Voice Science Podcast, written by Timothy Wilds, we dive into the powerful connection between what singers believe about their voices and the actions they take in training.

We’ll unpack why so many singers assume that “more” is always the answer—more breath, more pressure, more power—and how these faulty equivalencies can derail progress. From singing higher notes to belting with strength, we’ll explore why accurate knowledge of vocal function matters, and how replacing misconceptions with science-backed concepts can transform your singing.

Whether you’re a beginner searching for clarity or an experienced singer looking to fine-tune your technique, this episode will help you understand why your thoughts matter just as much as your practice.

“You’re singing through your nose.” Some singers hear this as the worst critique possible. Others are told it’s exactly what they should do. So which is it—wrong, right, or something in between?

In this episode of The Voice Science Podcast, Drew (with script by Timothy Wilds) untangles the confusion around nasality, nasal resonance, and the role of your nose in shaping vocal sound. You’ll learn:

• The difference between nasality, nasalance, and “nasal resonance”
• How the velum and velopharyngeal port actually control nasal sound
• Why some styles (folk, country, R&B, musical theatre) lean on nasality—and others avoid it
• What’s really going on when singers talk about “mask resonance”
• Whether nasal resonance adds power, or just muddiness, to your singing

By the end, you’ll know when nasal sound can be a stylistic choice, when it gets in the way, and how to manage it with intention.

🎧 Listen in, and keep singing smart.

Everyone wants to “find their unique voice,” but what does that really mean? In this episode of The Voice Science Podcast, we unpack the idea of vocal uniqueness—what biology, environment, and training contribute, and what people are really searching for when they say they want to sound unique. From fingerprints and phonation to imitation, persona, and style, we’ll separate the myths from the reality and explore what it means to develop a voice that’s truly “yours.”

Want guided training to develop your own sound? Explore courses at VoSci Academy.

What does it really mean to live up to The Standard as a singer or teacher?

In this episode of The Voice Science Podcast, Josh digs into the philosophical side of excellence in singing. The Standardisn’t about hitting a high note or holding a phrase for twelve seconds — those are just surface measures. Instead, it’s about integrity: showing up honestly in the practice room, holding yourself accountable in lessons, and being trustworthy on stage and in the studio.

We’ll explore how The Standard looks different for beginners, intermediates, advanced singers, professionals, and teachers — and why it’s both demanding and forgiving. You won’t always meet it, and that’s okay. The point is to keep reaching.

If you’ve ever felt stuck between “good enough” and true growth, this episode will challenge you to ask: Am I really living up to The Standard?

Head voice isn’t optional—it’s half your instrument. Yet many singers ignore it, thinking they can get by without ever really developing it. In this episode of The Voice Science Podcast, we break down what head voice actually is, how the concept of vocal registers developed through history, and why voice teachers for centuries have called it essential.

You’ll learn:

• How head voice and chest voice connect to real vocal fold mechanics
• Why Garcia’s 19th-century research and Hirano’s body–cover theory still matter today
• The four primary vocal registers—and how they form a continuum
• A practical exercise to hear and feel the role of fold mass in your singing
• What choices become impossible without head voice (range, blending, mix, emotional colors)

By the end of this episode, you’ll understand why head voice isn’t just another “option”—it’s the key to unlocking your full vocal range and expression.

👉 If you’re ready to strengthen your head voice, check out our course Strengthening Your Head Voice, now available inside VoSci Academy at voicescience.org.

Most singers think of the tongue as a source of tension or a problem to fix. But what if the real issue isn’t tension—it’s habit? In this episode, Timothy Wilds dismantles the myths surrounding tongue tension and makes the case for celebrating the tongue’s complexity, agility, and central role in vocal production. You’ll explore how tongue habituation affects vowels, consonants, resonance, and even laryngeal position—and walk away with practical strategies to free up your singing.

Whether you’re a voice teacher, a singer looking to level up, or just curious about the biomechanics of sound, this episode will change how you think about one of the most important muscles in your vocal system.

This week, we took a detour from our usual format to answer real questions from singers, teachers, and curious minds. In this rapid-fire Q&A, we tackle:

• Whether dairy actually affects your voice
• The most common (and least effective) things singers do in lessons
• The one song we recommend leaving out of your repertoire
• How to adapt your technique for mic singing
• What to say when students hate their recorded voice
• How Broadway pros survive 8 shows a week
• And why VoSci Academy is built differently from other training programs

Plus: a sneak peek at what’s coming next in Voice Science Academy.

Can anyone really learn to sing—or is talent the deciding factor?

In this episode of The Voice Science Podcast, Josh reads a powerful essay by voice teacher Timothy Wilds that challenges one of the most pervasive myths in vocal education. From cultural conditioning to vocal pedagogy, we explore why so many people have been told they “can’t sing”—and what it really takes to reclaim the voice.

Whether you’re a beginner, a returning singer, or a teacher yourself, this conversation reframes singing as a human right, not a rare gift.

🎓 VoSci Academy launches this Friday!

If you’re ready to stop wondering and start training, now’s the time.

Founding Membership is open for just 10 days. Learn more and get started at:

👉 https://www.voicescience.org/academy

What You’ll Learn in This Episode:

• Why “talent” is overrated (and often misunderstood)
• How singing became an exclusive, performative skill
• What it means to be vocally proficient—and how to get there
• Why reclaiming your voice matters more than perfection

📢 Subscribe & Share

New episodes every week. If this resonated with you, share it with a friend who needs to hear it.

The Audition Isn’t Just the Song—so why do so many singers only prepare the music?

In this episode of The Voice Science Podcast, we break down the non-singing elements that make or break your audition: your entrance, demeanor, professionalism, preparation, and how you handle the unexpected.

You’ll learn:

• Why most casting decisions happen before you sing
• What to do when the accompanist plays the wrong tempo
• How to prepare your binder, tech, and track
• Why your slate, exit, and even your shoes matter
• The real difference between talent and professionalism

Whether it’s your first or your fiftieth audition, this is your guide to walking in prepared—and walking out proud.

🎙️ Want structured, science-backed vocal training?

VoSci Academy launches July 25 → https://voicescience.org