ABSTRACT
AIM: To describe what is known from scientific literature on the use of laryngoscopy to enhance singing pedagogy and foster improvements in vocal development. DESIGN: The scoping review methodological framework by Arksey and O'Malley was used. REVIEW METHODS: A systematic search was conducted and peer-reviewed scientific papers were screened through the Rayyan software. Data were extracted and synthesized thematically as narrative text. DATA SOURCES: Searches were carried out on January 2023 in the Web of Science, MEDLINE, PsychINFO, ERIC, Scopus, Google Scholar, Embase and Academic Search Elite databases using relevant keywords to capture evidence, limited to peer-reviewed scientific papers in Nordic or English language. RESULTS: A total of 1413 studies were screened and assessed for eligibility. Two studies met the inclusion criteria reporting results on the use of laryngoscope in development of singers' voices. Different designs were applied and the charted data characteristics varied. Two populations were explored; one cohort of trained professional female musical theater singers and one cohort of students (both sexes) recruited from a music school. Results from examinations with laryngoscopy regarding vowel quality, register quality, anterior-posterior compression scores, and maximum phonation time are presented. None of the retrieved studies aimed to apply laryngoscopy to enhance singing pedagogy. CONCLUSION: Use of laryngoscopy to enable the singer to directly see their song instrument in order to foster improvements in vocal development, have been subject to little exploration. Only two studies were retrieved in our systematic search, none aimed to study potential pedagogical aspects of applying laryngoscopy. These findings support further investigation of the users', especially singers' and voice teachers' perspective, to guide and inform best practice for use of laryngoscopy as a pedagogical tool in a song development context.
