As vocal artists, we are a sum collective of our experiences. They shape our character and our personality. Personality colors how we experience music, learn, teach, relate to others, and perform. As a rising vocal artist, you should ask yourself the question of whether you prefer lessons which are consistently structured or adaptable to spontaneous exploration.

As a music educator, you should have a sense of how significantly you are willing to “flex” your style to meet the diverse needs of your vocal studio. When you embark on the process of scene study, perhaps for a new role you are learning, ask yourself:

• "Is this an extroverted-feeling scene or an introverted-feeling scene?"
• "What’s the difference?"
• "Is there a difference between extroverted-feeling and introverted-feeling?"
• "Is there a difference between the dramatic choices a soprano playing 'Pamina' might make when delivering 'Ach Ich Fuhls' and those of a soprano delivering a performance of Puccini’s 'O Mio Babbino Caro'?"
• "Is one more internally contemplative than the other?"

Well, that’s for you to decide, but perhaps personality type profiles can help you master the true dramatic intention of the music. Personality type differences color the ways in which voice students learn, practice, interpret music, relate to their teachers and coaches, and choose careers within the field of music.

The Singing in Color research study is a qualitative study based on Dr. Donnell's personality-based performance theory. It examines the impact of personality type on the education, leadership, and career decisions of early-career vocal students. The study is built on the premise that individual differences “color” the way in which we as individuals see the world, behave, learn, and thus affect the creativity and artistry of the singer. It is proposed that music educators can leverage personality type theory to enhance their teaching style and can impact the leadership styles and career decisions of early-career voice students.