Vocal technique and interpretation are the key elements of voice training. Thepurpose of this article is to investigate what vocal technique and interpretation meanto teachers and students and how they would describe the relationship between thetwo. The questions at issue, intended to be answered in this article, are the following:What is the relationship between vocal technique and interpretation? How should theteaching be structured for the students to experience progress on the musical plane?What role does the teacher have in the musical development of the student?

This is a qualitative survey and the methods of investigation are semi-structuredinterviews and classroom observations. Presented in the article are a number ofresearchers and writers whose thoughts on the subjects have gained great importanceto vocal teachers and students, as well as leading the research on the voice and itsfunctions forward to higher grounds. A vocalist's main task is, according toresearchers and the informants of the survey, to interpret and channel feelings throughsinging. This is achieved through training in vocal technique and interpretation. Ofthe researchers and writers presented in this essay, there are those who are of theopinion that vocal technique is crucial in order to express oneself, while others seevocal technique merely as a helpful tool. The informants of the survey describe therelationship between the two ways as one, and that one should not exclude the other.

In this article I will sort out the concepts of vocal technique and interpretation andshed light on them from researchers', teachers' and students' points of view.The result of the survey consists of three different perspectives: Adapted teaching, therelationship between teacher and student and from a health point of view. Theteacher's way of being has shown itself to be of great importance in the musicaldevelopment of the student.