Steyn, MornéMunro, Marth2015-11-042015-05M. Steyn & M. Munro (2015) Locating the ‘voice-as-object’ and ‘voice-as-subject' for the entry-level theatre voice teacher, South African Theatre Journal, 28:2, 105-116, DOI: 10.1080/10137548.2015.1033377.1013-7548 (print)2163-7660 (online)10.1080/10137548.2015.1033377http://hdl.handle.net/2263/50314In this article we argue that the entry-level theatre voice teacher is confronted in the theatre voice class with a ‘dichotomized voice’ in training, where the physiological and the socio-cultural interweave brain/mind/body to form a sense of a self-reflected whole, through and because of voice usage. In the theatre voice training process, the student’s voice is subject to his or her embodied socio-cultural experience, which impacts on how the voice is produced and used in relation to the sense of self. Therefore the voice-in-training is intimately shaped by the body and embodiment. The student’s voice as gestural routine becomes an auditory marker of his/her identity. The entry-level theatre voice teacher should develop skills to pedagogically and ethically facilitate the training of the ‘dichotomized voice’.en© 2015 South African Theatre Journal. This is an electronic version of an article published in South African Theatre Journal, vol. 28, no. 2, pp. 105-116, 2015. doi : 10.1080/10137548.2015.1033377. South African Theatre Journal is available online at : http://www.tandfonline.comtoc/rthj20.Entry-level voice teacher‘Voice-as-object’‘Voice-as-subject’Gestural routineSocio-culturalPostprint Article