Teaching and Practice of Bel Canto Singing in Chinese Classical Poetry-Based Vocal Works: An Exploratory Study

Abstract

In vocal training within music programs, the application of bel canto techniques to the performance of Chinese classical poetry-based vocal works has become a routine component of instruction. However, an imbalance persists in everyday teaching practice. Instructors tend to allocate a substantial proportion of class time to Western vocal technique training, while paying comparatively limited attention to the phonological nuances shaped by tonal patterns (level and oblique tones, as well as the four tones of Mandarin) in classical Chinese poetry. Furthermore, students are seldom guided to actively explore the imagery and subtle emotional expressions embedded in poetic texts. This study addresses these gaps by systematizing practical singing strategies across three dimensions: diction and articulation in Chinese lyric singing, flexible breath control, and the alignment of vocal expression with internal emotional intent. Additionally, four implementable pedagogical models are proposed: pre-class close reading of texts, staged and segmented technical training, immersive situational instruction, and routine performance-based presentation. These approaches aim to expand the expressive boundaries of vocal instruction and enhance artistic interpretation in the classroom.