Your music taste is not neutral – how taste shapes singing teaching

You know that moment when a student sings something “wrong,” but you can’t explain why?

It might be your music taste talking.

We all filter music through what we’ve learned, what we admire, and what we think we’re good at. That filter shapes how we teach – and sometimes limits how we listen.

Music taste is not neutral

If you trained in classical singing, you were probably taught that clarity, line and support are the markers of skill. If you spend your time in musical theatre, you may value presence, range, and narrative. And if you listen to contemporary pop, you’ll know that vulnerability, texture, and stylisation carry just as much weight as pitch.

Your student brings their own taste too. Often shaped by:

• What they grew up hearing

• What their peers admire

• What they see online

• What they think “success” sounds like

And then there’s the audience. Whose expectations might sit somewhere entirely different.

The Billie Eilish problem

In one of our masterclass sessions in Hamburg last year, a student sang the Billie Eilish Bond theme No Time To Die. Gillyanne’s first reaction was frustration – she disliked Billie’s articulation style. But when we listened to more versions, including ones closer to MT, she came back around and recognised the skill level.

The song hadn’t changed. The context had.

Your taste in music can shape  your expertise

It also shapes what you think needs “fixing.”

If you don’t notice that your preferences are driving your feedback, you may start correcting what isn’t actually broken:

• Asking for longer phrases when short ones are the style

• Correcting diphthongs that are genre-appropriate

• Avoiding breath sounds that carry emotional weight

• Judging volume or vibrato through a classical lens

It’s not that your knowledge is wrong. It’s just not always relevant.

What you can do instead

• Be honest about your own taste

• Ask students what they’ve listened to

• Encourage comparison across versions

• Let the student explain what they like—and why

• Adapt your feedback to match the genre, not just the sound

We can’t eliminate taste. But we can make it conscious. And that’s where better teaching starts.

Does this blog strike a chord with you?
If you’re curious about our Teacher Accreditation programme, now’s the time. Cohort 26 is forming, and Gillyanne is meeting prospective teachers one-to-one.
Book a Discovery Call with Gillyanne and see how we can connect you with the right training and resources.

This blog forms part of the training day we gave for the British Voice Association in 2025, called Joining The Dots. Contact us to find out more about our public presentations and live appearances