THE DEVELOPMENT OF WESTERN VOCAL PEDAGOGICAL TRANSMISSION IN THAILAND AFTER THE POLITICAL TRANSITION (1932-1988)

Abstract

Background and Objectives: Western vocal pedagogy in Thailand has been influenced by Western singing traditions since the reign of King Rama V. This influence led to a transition in Thai singing styles toward modern Thai song (Phleng Thai Sakon) and has continued to develop to the present. However, the developmental processes and mechanisms for the “transmission” of such vocal pedagogical knowledge lack clear systematic evidence. Furthermore, there is an absence of concrete research explaining the models, methods, and strategies of transmission amidst social and political changes. Therefore, this research aims to investigate the development of Western vocal pedagogy transmission in Thailand between 1932 and 1988. This period marks a significant era following the political transition that substantially impacted the nation’s cultural landscape and educational system.

Methods: This study employs historical research methodology by collecting and analyzing primary and secondary sources. These sources include 20 textbooks and teaching documents related to singing and music, as well as biographies of vocal and music instructors from the studied period. Additionally, in-depth interviews were conducted with 22 key informants, divided into two groups: (1) teachers and instructors who directly transmitted the knowledge, and (2) students who were recipients of such knowledge. The analysis focuses on synthesizing teaching principles, training methods, and knowledge transmission mechanisms within the context of the teacher-student relationship.

Results: The findings reveal that the development of Western vocal pedagogy transmission in Thailand between 1932 and 1988 can be categorized into three key eras based on the socio-political context: (1) The Foundational Era (1932–1957): The state played a crucial role in determining instructional direction through nationalist policies and the establishment of music institutions. (2) The Era of Educational System Integration (1958-1972): Western vocal instruction was systematically integrated into higher education levels. (3) The Developmental Era (1973-1988): Continuous knowledge transmission occurred from pioneer teachers to a new generation of students, resulting in a clearer pedagogical lineage. Furthermore, the synthesis of transmission principles and concepts identified four main “schools of vocal pedagogy”: the Music Theory-Based School, the Institutional Academic-Classical School, the Performance-Oriented School, and the Nationalistic-Classical School. Key instructors served as the core centers of transmission for each school.

Conclusions: The research results indicate that the development of Western vocal pedagogy transmission in Thailand was not merely a passive reception of Western influence. Instead, it was a process of adapting and applying knowledge through the mechanism of transmission from teacher to student in each era. Understanding these transmission strategies helps elucidate the transition from Western teaching concepts to the Thai context and reflects the essential foundations of vocal instruction in Thai educational institutions today.