Introducing the Embodima team

Nicola Harrison

Course Leader

Nicola Harrison is a professional singer, author of books about singing and anatomy, advanced vocal coach and the creator of Embodima™​. She is a lecturer in Singing and Interpretation at Pembroke College, Oxford, an Arts Council-funded performer and researcher. All Nicola’s writing and research of a lifetime has been into the imagination and how to harness this wonderful, inventive tool in the teaching of singing, the interpretation of text and the performance of song. She has written widely for newspapers, magazines, radio and music and poetry-related media. Embodima is the distillation of a lifetime’s expertise in anatomy and voice.

Rebecca

Embodima Trainer

Rebecca is a versatile professional singer with a thriving teaching practice both in schools and within her private studio. Striving to bring out the best in every student, she takes an adaptive view to the teaching of singing because each singer is different. She has found Embodima™ to be universally successful in her own practice because it works immediately and effectively across all abilities, genres and styles of singing.

Rachel

Embodima Trainer

Decades of a professional classical career lie at the root of Rachel’s passion for teaching singing. Working with children and young adults, she teaches at schools, music trusts and with those suffering from neurological disorders.  She also has a busy private studio. She believes Embodima​™​ is a transformative approach to singing. 

Julie

Embodima Trainer

Julie Moffat was awarded a Foundation Scholarship to study at the Royal College of Music and enjoyed a lengthy international performing and recording career as a specialist in contemporary classical music. A highly experienced singing teacher, she works with all ages in Uppingham and Oakham Schools and in her own private studio, where she is also a vocal habilitation coach. Her advanced training at the Embodima School has enriched her body-aware practice, with what she describes as ‘a groundbreaking approach to embodied voice,’ with pupils achieving rapid, lasting vocal progress and freedom from overthinking.