Date

5-2026

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Music & Performing Arts

Major

Music

First Advisor

Jeffrey Jones

Second Advisor

John Wineglass

Abstract

This study examines the pedagogical role of part-dominant Voice Tracks in choral education, with particular attention to how recording design influences rehearsal efficiency, musicianship development, and student independence. As recording technology becomes increasingly integrated into classroom and ensemble practice, Voice Tracks are often used to support learning outside of rehearsal. While these tools can improve preparedness and reduce time spent on note acquisition, questions remain regarding their impact on foundational skills such as audiation, sight-reading, and ensemble awareness.

Drawing on existing scholarship in music education and a practitioner-led case study, this project documents the creation of Voice Tracks for Look To This Day using Logic Pro X. The analysis focuses on how specific production decisions, including stereo placement, dynamic processing, and the deliberate avoidance of pitch correction, function as pedagogical choices that shape how singers engage with musical material. A qualitative student perspective further explores how Voice Tracks are used in independent practice and how they influence confidence, efficiency, and musicianship.

Findings suggest that Voice Tracks can serve as effective instructional tools when used in balance with traditional rehearsal practices. When designed intentionally and integrated thoughtfully, they function as scaffolds that support independent learning without replacing core musicianship processes. However, overreliance on recordings may shift learning toward imitation rather than internalization. Ultimately, the study argues that the educational value of Voice Tracks lies not in the technology itself, but in how it is designed and applied within the broader context of choral pedagogy.

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