Professor Surinder Singh serves as the Professor and Director of Research & Education at Raj Academy Conservatoire, a prestigious institution he founded in 1994 in London. Under his leadership, the academy has emerged as a leading center for the study and practice of Gurmat Sangeet,...
Professor Surinder Singh serves as the Professor and Director of Research & Education at Raj Academy Conservatoire, a prestigious institution he founded in 1994 in London. Under his leadership, the academy has emerged as a leading center for the study and practice of Gurmat Sangeet, the rich musical tradition of the Sikh faith. With a profound commitment to exploring the healing potential of sound, Professor Singh delves into the intricate relationship between sound, the human psyche, and spiritual well-being. His research focuses on how sound can serve as a transformative medium, fostering a direct connection between the mind and soul.
At Raj Academy, Professor Singh spearheads key projects that integrate traditional Indian musical practices with contemporary educational methodologies. He is actively involved in developing curricula that not only teach the art of playing ancient instruments such as the Rabab, Taus, Sarangi, and Dilruba but also emphasize the therapeutic aspects of music. His innovative approach to teaching combines rigorous academic research with practical training, ensuring that students gain a holistic understanding of Gurmat Sangeet.
In addition to his role as an educator, Professor Singh is a sought-after public speaker and writer, sharing his insights on the spiritual dimensions of sound at various conferences and workshops. His expertise in communication and strategy allows him to effectively engage with diverse audiences, fostering a deeper appreciation for the cultural and healing significance of music. Through his work at Raj Academy, Professor Singh continues to inspire a new generation of musicians and scholars, bridging the gap between tradition and modernity in the realm of sound healing and education.
