Welcome to 'Honeyrose Vocals' — a bespoke vocal coaching service dedicated to gentle, science-informed voice training. We support singers who value longevity, wellness, and artistry in their careers, offering thoughtful guidance tailored to your unique voice and goals.
My final project represents the culmination of extensive work towards a career in vocal pedagogy. Analysing the current frameworks that exist within the pathway, I have developed my own teaching framework that promises innovative and inclusive approaches to vocal instruction- enhancing accessibility for underrepresented and protected populations such as individuals struggling with mental health issues and those within the LGBTQ+ community. Partnering my 10 years of industry experience with the knowledge developed through extensive CPD courses, degree-level study and postgraduate level research projects, this portfolio demonstrates a complex and personal journey towards a competitive career that strives to uplift and inspire the next generation of industry professionals.
Individual
Custom vocal teaching to suit every individual's unique goals, talents and emotional well-being.
Scientific
Science-based approach to ensure each vocalist understands the importance of anatomy, vocal hygiene and upkeep- promoting sustained, healthy careers.
Inclusive
Specialist vocal coaches trained in mental health first aid, disability and LGBTQ+ awareness to deliver an inclusive and safe environment.
Environmentally Friendly
Providing a safe environment for all individuals to grow and flourish, while using sustainable practices to care for the environment.
Research, Development and Evaluation-
Research, development and critical industry evaluation processes are embedded throughout each section, promoting easier accessibility and readability.
Introduction-
My name is Ella Hammill, and I am a Singer, Songwriter and Trainee Vocal Teacher with over a decade of experience working and learning within the musical industry. In my formative educational years at primary and secondary school, it was the singing teachers with whom I worked that allowed me to understand the importance and value of creativity, and this became a primary outlet for various personality-shaping experiences throughout my school years. Using songwriting and performance as my emotional output, I developed my knowledge of vocal performance and developed a strong foundation of networks by attending various private educational lessons, in both private and public educational frameworks. Throughout my education at WaterBear, studying on the BA (HONS) Songwriting and Music Performance course, I have developed a strong passion for vocal pedagogy and have learned the importance of creative teachers within the industry landscape, as they have provided not only me, but a wide scope of practicing musicians, the key structures to begin forming competencies in music performance and development.
What is 'Honeyrose Vocals'?-
Honeyrose Vocals, my final project, is the formulation of work I have designed, showcasing my first stepping stones in the world of pedagogy. The business highlights my efforts to maintain a portfolio career post-graduation and will be launched post-submission. The name 'Honeyrose', simply speaking, ties both my family name of Rose to the sweetness and protective nature of Honey, as I found this to be the key element that my singing teachers would recommend to promote a healing, healthy voice. The project name underlines my efforts to integrate science-based approaches with technique development, promoting safe practices and longevity within singers. This concept involves personal experience and provides a professional, industry-facing output that I will continue to develop throughout my post-graduate pathway.
Who is 'Honeyrose Vocals' For?-
My brand heavily promotes inclusivity and accessibility and maintains efforts to target all individuals, no matter the location, age, gender or experience level. I believe that musical education should be easily accessible for all, and this is clearly demonstrated by my digital approach to lessons. This is a common theme within independent vocal teachers currently, as it unlocks boundaries made by geographical location, timing and student accessibility problems. While this is imperative to my sustainable framework, it is also important to include face-to-face approaches, as this is the foundational idea within musical lesson outputs. Promoting a calming and safe atmosphere, my practice is nestled within the peaceful area of the Ribble Valley and welcomes all.
At 'Honeyrose Vocals', we are mental health first aid trained, suicide assist first aid trained, LGBTQ+ friendly and accessible for those with neurological and/or physical impairments. I, as a vocal instructor, understand that passion and creativity can be central to personal development, and I keep myself regularly accountable by keeping up-to-date with leading safeguarding frameworks and standards. We are an inclusive family and celebrate diversity within music.
Research and Development Overview- What Research Have I Done?-
Within the developmental process for the formulation of my business, I have undertaken extensive efforts to conduct primary and secondary research to underpin both the practices and values that my business outlines.
To gain critical knowledge and evaluation of the efforts needed to become a teacher, I was kindly invited to Farington Primary School in Leyland to conduct various placement days, formulating my approach, professional mindset and attitudes to the early-development stages within children. Revising the practices and teaching methods of my mentor, Mr John Fisher, solidified my own methods and led to various professional growth opportunities, such as developing an adaptable approach through the use of group-based workshops. These experiences consolidated my professional mindset and provided me with clear and measurable aims to inform the direction of my teacher training.
To develop my knowledge and expertise, informing my science-based approaches, I undertook an observation of an ENT procedure titled 'Direct Laryngoscopy With Biopsy' to gain insight into the basic structures and anatomy that are involved with vocology. By having the opportunity to see these structures first-hand, it has informed the secondary research process greatly, as I have gained an in-depth and complex understanding of laryngeal functions, structures and intervention through first-hand observation, not just through diagrams and online sources. Through this opportunity, I have been able to inform safer practices with my teachings and have centred my business value proposition as one that protects the health and wellness of all involved.
Alongside the extensive efforts to conduct leading, new primary research that competes with traditional models, I have undertaken a plethora of secondary research to outline the scope and to highlight the niche gaps within frameworks, positioning my brand as highly competitive and industry-leading. Influential research and methods, such as Britt Boyesen's leading speech and language therapy ideas on uplifting transgender voices, have inspired me to place further emphasis on inclusive vocal training with anatomy, health and stylistically flexible approaches in mind (Boyesen 2025a). Research into the 'Estill Voice Training Model' helped to emphasise the importance of evidence-based practices within vocal education, particularly in relation to vocal health, a principle that underlines the specific, important approaches of the 'Honeyrose Vocals' teaching model (Sainato 2025). Partnering these important frameworks with the analysis of independent teaching businesses around my area allowed me to understand the growing needs for sustainable approaches. This informed my work with online lessons, using the platform Zoom.
The combination of primary and secondary research has allowed me to shape and define an inclusive and sustainable brand development plan, with the idea of scientific, research-based approaches in mind. For instance, my placement experiences have shaped my beliefs on the idea that lessons should be tailored to the individual's needs and learning styles rather than strict frameworks, while my academic research journey throughout this project has reinforced the necessity for further research in vocal sciences. Through my research and development process, I have not only shaped and guided the creation of my brand 'Honeyrose Vocals', but I have also established leading tools that ensure the long-term sustainability of my approach. Partnering both personal teaching philosophy development with current industrial models have provided me with the frameworks needed to develop my project, ensuring authenticity and credibility throughout.
(Hunt 2023)
Key Techniques, Systems, Technologies and Methods Used-
In the development of my project, I have explored a wide variety of digital systems, tools and methods that have helped to shape the design of the brand and the delivery of my product list.
To develop my online approach to marketing, I have designed my portfolio on the website 'Wix' as I have found this to be the best system that promotes increased flexibility. Although the interface required some research to navigate as a beginner, using the platform has enabled me to not only present my services and branding in a user-friendly and accessible way but has also taught me the importance of designing with themes and colour schemes in mind (Wix 2019). Implementing a neutral colour scheme with my platform partners with the themes of inclusivity running throughout my branding, as the high contrast found in neutral coloured branding is said to avoid overwhelm, support those with visual impairments and ensure the readability of my work (Remboldt 2023).
To support emerging artists and businesses, I utilised a logo package design business titled 'Planet Logo' on the Etsy platform to help turn my logo ideas and mood board into a professional branding kit. Working with this business on my ideas allowed me to work on my clear communication skills and chose not to follow current social trends of using AI platforms instead of independent industry creatives (Planet Logo 2019). Together, we used my mood boards built on the Pinterest app to design a brand toolkit that not only looks clean and elegant but also demonstrates my ethos of healthcare-based approaches (Pinterest 2025).
Throughout my primary education placement days, I utilised digital systems such as 'Kapow Primary' to not only gain inspiration and formative ideas for the planning and structure of lessons but to gain critical knowledge on the government-set learning targets that the children should be aiming towards. I found that although a monitored and paid platform, the ideas and resources available on this website were of a high level, easy to understand, remained clear and eye-catching and were extremely effective for the engagement of the class (Kapow Primary 2019). Similarly, to gain further critical knowledge on the government set learning targets for primary level education, I found the resources provided on the school website to be instrumental for the alignment of my lesson plan in a professional framework (Farington Primary School 2023c).
Methodologically, my teaching style has been developed through structured research and evidence-based approaches. Incorporating exercises such as vocal sirens, diaphragmatic breathing and straw phonation helps to support the science-based approach of my business, all while emphasising vocal longevity and wellbeing. While I trialled and found success with the online lesson approach, which expanded the accessibility of my coaching, it also underscored various challenges-such as monitoring posture, mouth placement and resonance remotely, which proved to be difficult.
The exploration of these key systems, skills, technologies and methods has opened up my eyes to the immense possibilities at my fingertips. Going forward, I plan to utilise these programmes further, possibly opening up new routes for innovative practices, such as my previous work with Imogen Heaps leading technology 'Mi. Mu' (MIMU Gloves 2025). I believe that developing lesson structures using new cutting-edge technology could help position the business higher in a competitive and industry-leading light, could promote further accessibility for disabled/neurodiverse populations and would be fantastic for engagement, especially with my younger students.
Evaluation of Industry Practice and Commercial Models -
The downfalls of current commercial models-
Healthcare/science-informed choices-
When conducting extensive market research and analysing current models within vocal education, it became increasingly apparent that significant gaps existed between healthcare promotion and vocal coaching. While a small number of competitors, such as 'Pro-Vox', showcased important qualifications such as 'Vocal First Aid’ to advertise their commitment to safer services, the overall depth and importance of anatomy, healthcare and wellness is often, and dangerously, withheld from the lesson plan (Pro-Vox 2025). These gaps often are a result of a lack of consistent and industry-standard education, limited courses representing healthcare, a lack of time and funding. Research has supported this gap within the market, with a 2016 curriculum-focused study finding notable deficiencies in students’ knowledge of vocal anatomy, physiology and hygiene, and thus has recommended strengthening the curriculum to address the important gaps (Diana Lindsey Vetter 2016). Another notable research study has shown that singers often consult their coach about any vocal health problems before a healthcare professional (Nelson 2020).
This research has enabled me to emphasise the importance of applying healthcare topics not only when students are struggling with strain and vocal fry, but at an early stage as part of a 'non-negotiable' lesson topic with every vocalist. In comparison to models found on the market, this model protects the vocalist in the longer term, decreases the risk of the student cancelling lessons due to illness and can increase community and professional trust in the business.
No protection for protected communities-
When completing my primary research within primary school education and analysing current musical lesson plans, the commercial models do not often address or provide specialist care for members of protected communities, such as members of the LGBTQ+ community, neurodivergent and mental health-affected individuals. With my branding and mission statement, I have strived to position inclusivity as a non-negotiable factor of my business model.
Within teaching models, a 'one size fits all' approach is often applied to lessons, which can be counter-productive for those who require a different care plan and can discourage them from the arts altogether. For example, an individual suffering with anxiety may require a different pace of lessons, frequent well-being checks and a more relaxed, comfortable environment. While current models promote technical ability and industry experience, many fail to address important leading social and environmental problems, such as gender dysphoria within the transgender community and the lack of accessibility for disabled students. This is often due to personal bias, various social problems within communities and the time and money it takes to learn and understand these important characteristics.
My teaching model strives to challenge these commercial 'one size fits all' approaches. This can be seen by my efforts in creating custom plans for each student, providing specialist care for protected populations, having updated and relevant training to tackle and signpost help for important topics such as mental health awareness, and providing gender affirming vocal lessons for those who are within their transitioning journey. This not only sets the company apart from the rest, but also allows my branding to have the family, safe and open community feeling that aligns very closely with my project mission.
Innovative Ideas and Frameworks-
According to Harvard Business School, innovation is a product, service, business model or strategy that's both novel and useful. In today's competitive creative industries, innovation is key to solving problems (Boyles 2022).
Throughout my project, innovation is demonstrated through my unique pedagogical approach and my positioning within various important yet overlooked landscapes.
Throughout the research section of my final project, it was evident that traditional methods of vocal teaching focus mainly on stylistic elements, vocal technique, and performance. While important for the development of a vocalist, these traditional techniques do not tackle important issues such as vocal hygiene and wellness. Within the early developments of my strategy formulation, I followed research within the 'Journal of Singing' closely, and it was the works of Julia D. Edgar and Deirdre D. Michael that introduced me to the issues of misinformation surrounding the protection and care of the singing voice. Studies within this article found significant gaps in healthcare and anatomy knowledge in a wide age range of singers. It also highlighted that a large percentage believed potentially harmful and dangerous false statements on vocal health, such as 'whiskey is good for the throat and has a positive effect on the singing voice; other alcohols are bad.' and 'smoking cigarettes immediately before a performance relaxes the vocal folds.' (Edgar and Michael 2021).
This insight directly informed the innovative foundations of 'Honeyrose Vocals' and its science-based approach. Integrating anatomy, physiology and holistic approaches to my lesson plan, my business tackles the gap within traditional methods and aids the vocalist to view their voice as an instrument that should be protected. My approach differentiates my practice from mainstream models, offering a forward-looking alternative rooted in experience and research. This can be evidenced by my primary research studies, where I undertook a placement day within an ENT (Ear, Nose and Throat) theatre to observe the vocal anatomy and structures myself, rather than relying on online images and diagrams. This highlights my extensive efforts to provide factually correct and safe information to my clients.
My commitment to inclusivity and accessbility also provides innovation within my practices. To support mental health within my lesson plan, I have undertaken various CPD-registered courses, such as 'Suicide Asist First Aid' with the charity Papyrus, to ensure safety and correct signposting ability. Framing my singing lessons in a creative yet wellbeing-friendly light is uncommon yet necessary as mental health issues are becoming increasingly prevalent in today's society, especially within creative industries (Papyrus UK 2025).
A distinctive element of innovation also lies within my efforts to support transitioning voices. Within my project, I undertook the course 'Femininizing Speech in Trans Women through Twang and Medialising Techniques with Britt Boyesen' which allowed me to understand not only important vocal techniques that shape and protect the transitioning voice, but the important psychological and emotional support toolkit needed to inform this style of teaching (Britt Boyesen 2025). This not only brands my approach as inclusive, but establishes a competitive and progressive mark on my business in comparison to leading competition in my area , such as the 'Ribble Valley Music School' and their evident 'one-size-fits-all' approach (Ribble Valley Music School 2024).
See the Multi-Media Padlet for Evidence.
Sustainability Strategy-
"Sustainability is all about creating value for both your business and society. View sustainability as the ultimate win-win situation, ensuring the longevity and success of your business"
- Steve Ashkin (Ashkin 2025).
Sustainability is integral to my business strategy. The idea of 'sustainability within music' involves much more than environmental impact, involving a complex range of themes, including economic, social, cultural, and personal practices. When approaching my business plan, I placed high importance on each aspect of sustainable business practices, ensuring my strategy positively contributed to the current frameworks within musical education and helped inspire each student to maintain and develop their own sustainable practices throughout the development of their careers. In an evaluation of sustainability education in creative industries, Edvin Østergaard argues that musical education, in particular, through creative output and attentive listening, can develop the important competencies that develop sustainable thinking within individuals (Østergaard 2019). My project not only demonstrates my healthy attitudes on the topic but also highlights my drive to create innovative structures within my teachings. Increasing the adaptability, my sustainability strategy nurtures the long-term value and impact of my business.
For environmental sustainability within my teaching framework, my main source of inspiration was sourced from leading competitors such as Annabel Williams and her leading 'The Vocal Coach' app service, which enhances accessibility and student engagement, especially within the widespread targeted 'digital-literate' audiences (ages 12-30+). The ease of access, online booking system and digitalised lesson plan inspired me to take a completely digital approach to lessons using the Zoom platform, reducing travel emissions and increasing accessibility for learners who have various lifestyle, time and health limitations. I found this method to be particularly effective in eliminating business costs with paper and physical learning materials, as I built my teaching apparatus on platforms such as PowerPoint and Microsoft Word- sharing the lessons via email with my students.
While my training process was both in primary and through online classes, it remained unpaid throughout. While I am working towards gaining a healthy financial return for my services, my work reflects the imperative need to invest in knowledge and education before selling services as a teacher, reflecting leading training models. Financial growth within my business will clearly reflect my educational and industrial experiences, solidifying professionalism and the investors' confidence in my business.
Social and cultural sustainability remained an important factor throughout the development of my teaching business. I adapted my lessons to provide extra accessibility for those with additional needs and invested in my knowledge by completing relevant training courses around the topics of mental health and LGBTQ+ populations, revising the scope of real-world social issues. The reflection of this on my business model ensures that music education remains accessible for all and relevant to the changing dynamics and unique individuality of each client.
Personally, I built important professional characteristics such as resilience and confidence, refining my communication skills throughout. Going forward post-graduation, I plan to continue the build-up of my accessible business, keeping in mind the mental and physical well-being of myself and clients. I will continue to take pride in choosing eco-conscious practices within my model and plan to expand my inclusive teaching by investing more in my own education and experience.
Collaboration, Personnel and Credits-
For primary research, critical industry analysis and personal growth, collaboration was instrumental for the development of the project and has provided me with the key stepping stones to build a professional, long-lasting career as a teacher.
To explore the roots and frameworks of government-regulated primary and secondary musical education, I regularly undertook student placement days at a local primary school. Protected by an important DBS background check, I was given the valuable opportunity to explore the educational frameworks that exist under primary education, enhancing my growth, confidence and teaching skills throughout the project at hand. Under the guidance of my mentor, Mr John Fisher, I was welcomed into the Year 4 level class and was supported with kindness throughout, making the experience enjoyable and comforting as a new starter in the world of teaching. Receiving support, trust and encouragement from the Headteacher, Mr Allan Williams, solidified my confidence and allowed me to settle into the environment and thrive in what started as a scary and comfort-zone pushing venture.
I regularly observed and assisted Mr Fisher, taking notes on his delivery and classroom management skills to take inspiration from his practices. Using the skills and advice provided to me, I taught two musical workshops independently to the children, using the school's curriculum policy to ensure that my teachings aligned with the children's skill level and the broader government framework. Partnering with the consistent practical teaching opportunities, I was also taught the essential professional responsibilities that exist within education, such as safeguarding and child protection, and familiarising myself with the important reporting software the school uses. John supported my learning throughout the training days and provided me with key, fundamental knowledge on building professionalism as a teacher. It is highly essential to credit the passionate and talented children of Class 4, as their participation, energy, and drive ignited my professional spark and encouraged me to keep going through the challenging moments of this project.
In addition to my school placement, I broadened the field of my research by teaching a private online student in the adult age range. This required a different approach, as the sessions were individualised, specialised to an adult age range, and weren't fixed within the boundaries of the government's legal learning curriculum. Developing my communication skills, this collaborative process allowed me to understand the importance of mutual respect and clear instruction. Within my private lessons with my student Aaron, I was able to demonstrate my unique and innovative healthcare-based branding, which resulted in him gaining higher confidence, knowledge scope, and improved technique in only a short-term timeframe.
Collaboration across both opportunities involved observation, feedback, and building independence gradually. Working closely with industry professionals such as Mr John Fisher and Mr Allan Williams allowed me to shape my professional delivery on their clear and effective teaching methods, yet inspired me to apply my own ideas and personality to create a professional name for myself that is unique and showcases my individuality. After every experience, I applied reflective practice by evaluating the feedback provided to me by both the industry professionals and the students, building a clear growth-mindset that is imperative for consistent professional movement. With positive outcomes and testimonials, I solidified my collaborative efforts with a range of effective workshops under my belt, with all pupils displaying clear and outstanding creative growth.
Outlining my role within these collaborative relationships presented me with both positive experiences and challenges. Within the primary sector, I initially felt anxious about the topic of building authority and maintaining engagement throughout the lesson structures, while online teaching presented problems in maintaining focus and motivation when unbound to the structure of face-to-face lesson plans. I learned the importance of student support regarding additional needs and adaptability, as practical instruction and lesson plans worked for most students, but sometimes excluded others. Building up from these negative factors, I often carried out external research using online resources, asked for professional advice from my mentor and other staff members within the school and created a concise planning routine to ensure all grounds were planned and covered before each practical effort.
From these collaborative experiences, I have gained crucial insight into the learning structures that exist within teacher training. I have learned that effective teamwork involves important factors such as trust, clear communication, and mutual respect. Within my future teaching endeavours, I plan to refine my approach by building a more thorough and inclusive teaching structure, building confidence with communication styles and utilising online and technological resources to enhance the planning process and to involve the students further in the lesson plan.
Ella Hammill (Trainee Vocal Teacher and Project Manager)
Mr Allan Williams (Mentor and Headteacher- Farington Primary)
Mr John Fisher (Main Project Mentor and Year 4 Teacher)
Images provided by Farrington Primary (Farington Primary School 2023b).
Primary School Evidence: Student Work and Performances-
The lyrical works formulated by the students at Farrington Primary School clearly demonstrate the creative storytelling abilities of children in today's society. Some groups created compositions with themes of stories, movies, games and popular culture in mind, which reflects the growing digital age. While an innocent approach to building confidence, and by no means a professional-level songwriting class, the active participation of the children within group work highlighted that collaboration stems from early childhood development and isn't necessarily a learned characteristic. See Padlet for further video evidence of the workshops.
Online Evidence: My Work With Aaron-
Strengthening my approach and trialling the science-based lessons proved to be a fantastic way to correctly and safely lay important frameworks down before any technical-based instruction. When asked if his confidence had improved in taking care of his vocal health after the initial briefing, Aaron expressed that he not only learned and retained new information, but also felt that he understood how to navigate vocal hygiene and wellness better. Not only did this presentation improve Aaron's confidence, but improved mine as the teacher, as I felt that I had not only protected the voice of my student but had also protected my business from any legal liability issues. While I had ensured to correctly lay down my policies and procedures before the lesson, I made sure to obtain further protective factors such as a consent form, health questionaire and public liability insurance.
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