This article introduces a philosophically grounded conceptual framework for discerning vocal pedagogical practices and instructions. Such a framework is seen as especially advantageous as vocal pedagogy meets the contemporary challenges of many concurrently active vocal genres and the increased attraction of the forms of individuality engendered by mass media, especially by its singing contests. The conceptual framework developed in this article follows categories that draw upon the existential-phenomenological concept of the human being, as developed by Finnish philosopher Lauri Rauhala (1914–2016). According to this theory, a human individual is always formed of three aspects of being – the mind, the body and situationality – and their holistic interconnectedness; none of these aspects can exist without the other two. Accordingly, this article proposes that vocal pedagogy could benefit from using these interrelated categories as a basis for its instructions, practices, and theories. This article contributes to the praxial philosophy of music education, as well as to the paradigmatic reflection of music education practices. The discussion in this article is rooted in the vocal pedagogy of popular music, but the ideas presented are considered applicable to other forms and genres of music as well.