Abstract
This research addresses the characteristics of good practice in vocal education and singing in childhood, in response to complaints from institutions such as the Council of Europe or UNESCO about the need to make good educational practices visible. Two case studies were used in countries with national singing programs: Argentina and England. Three areas of work were identified: Body and Mind, Phonation, and Repertoire. Having studied the singularities of teachers indicated as being an example of good practice through expert judgment, an action research was launched in a school in Santiago de Compostela to transfer them and add other elements with the aim of creating a psychopedagogical project based on the principles of innovation and equity: Voces Ledas.
