The Work Beneath the Sound: Patience, Presence, and Process in Voice Teaching

by Elizabeth McDonald

When people think about classical voice teaching, they often imagine dazzling performances, perfect runs, and powerful high notes. What they don’t always see is the slow, quiet work that happens behind the scenes — the deep listening, the vulnerability, the patience. Voice teaching is not a quick fix. It’s a journey that unfolds over time, shaped by trust, presence, and self-discovery.

At the start of August each year, I begin preparing for the new academic season. After many years of teaching singers both here in Canada and beyond, I’ve learned that the most meaningful growth comes from embracing the process, not rushing to results. It’s about helping students learn to listen deeply, not just to their instrument, but to themselves.

Listening: The Heart of Voice Teaching

At its core, voice teaching is about cultivating a dialogue between the teacher and the student’s own voice. That means listening with intention — to breath, tone, tension, and emotion. It means creating a safe space where mistakes aren’t failures but clues on the path forward.

I encourage my students to approach their practice not as a performance to perfect but as a conversation with themselves. Sometimes, that means sitting with discomfort or uncertainty and allowing growth to happen in its own time. That kind of patience isn’t always easy, especially in a culture that values instant results.

Patience Builds Trust

Trust is essential in this process. Students learn to trust their bodies, their breath, and their own instincts. As teachers, we must also trust that growth will come in cycles — sometimes fast, sometimes slow, sometimes imperceptible day-to-day, but undeniable over months and years.

This trust can be fragile and requires constant nurturing. When a singer begins to doubt themselves or when progress stalls, patience becomes the lifeline that keeps the work moving forward.

Vulnerability and Presence

Teaching voice is also teaching vulnerability. To sing well, one must be willing to expose emotions and imperfections. As a teacher, I’ve found that being present by showing up fully, empathetically, and without judgment is just as important as technical expertise.

Creating that presence takes practice and self-reflection. I often remind myself that my role is not to control my students’ voices but to guide them with kindness and curiosity. When I do that, amazing transformations happen not only in sound but in confidence and artistic identity.

Members of my voice studio post studio class with Emily D’Angelo (2019)

Embracing the Journey

If you’re a singer or teacher reading this, I invite you to embrace the journey beneath the sound. Celebrate small victories and be gentle with setbacks. Voice work is rarely linear, and that’s part of what makes it so rich and rewarding.

Remember: your voice is unique, and its development deserves time, respect, and care. When you slow down, listen deeply, and stay present, you open the door to true artistry.

I’d love to hear from you: What has patience taught you on your vocal journey? Feel free to share your stories in the comments or reach out anytime if you want to chat about your voice or teaching process.