(Trans)itioning Voices: Gender Expansive Vocal Pedagogy and Inclusive Methodologies for Choral Directors and Teachers of Singing

Abstract

This dissertation contains gender affirming singing practices for choral directors, teachers of singing, and transgender and gender expansive (TGE) singers. The two methodologies developed by the author, the “Flexible Fach Gender Affirming Singing Protocol (FFP)” and “line recombination,” are established as science-informed practices that practitioners can apply when seeking to alter the gender percept of the singing voice to align more closely with the singer’s authentic gender identity or to transition from one traditional choral part to another. The FFP combines the primary tenets of gender affirming voice and communication therapy as practiced by licensed speech-language pathologists with science-informed singing pedagogy to establish a protocol that empowers singers to alter their voice’s gender percept through specific adjustments to posture, onset, articulation, registration, and resonance. Through the application of the FFP in choral ensembles, TGE singers who are pursuing a vocal transition may assimilate into their desired voice part due to the subsequent altering of their gender percept. For those unable to perform their desired voice part in its entirety due to limited range or developing technique, line recombination can provide a healthy alternative that accounts for the singer’s gender identity and maintains musical integrity. The process of line recombination is codified through examples from common choral repertoire that present a variety of circumstances and challenges that demonstrate the methodology in mixed-voice, treble, and low-voice ensembles. With these practices, choir directors and teachers of singing will be better equipped to support their transgender and gender expansive singers through their vocal transition.