Gender is something we all experience, whether we are aware of it or not. In order to effectively support and work with transgender singers and voice users, we must begin with self-reflection.

In this first session, we’ll define and discuss gender and how it relates to voice. We’ll talk about different elements of transition and what we might encounter as educators and clinicians. As a participant, you’ll also have an opportunity to reflect on the facets of your own identity–including, but not limited to gender–and how your identities have created the lenses through which you approach voice work.

The PIRA* Scale was coined by a former class participant as an abbreviation of the 4 elements that we discuss in relation to gender perception and exploration in voice:

Pitch – Frequencies and fluctuation; range and tessitura for a singer
Inflection – How we add emphasis within phrases with rhythm, volume, and pitch variance
Resonance – The most salient parameter when it comes to gender perception in a voice
Articulation – Related to resonance, the quality and use of consonant sounds

Implicit Bias, which is persistent and individual, sometimes takes us one step too far as voice teachers.

When we hear a voice, what do we hear? Age, gender, race, educational level? Function or health of the voice? Stylistic and interpretation choices?

In this class, we pull out implicit bias and make it explicit and specific–a major first step to cultivating an inclusive voice studio or clinic.

Equipped with new PIRA language, we’ll listen to several voice samples and deconstruct the assumptions we make about the person behind various vocal qualities.

Many trans and non-binary individuals have endured trauma, particularly at the hands of authority figures like doctors, family members, and teachers. To follow through on inclusive voice care, we develop fluency with agency-giving practices and language.

In this class, we examine some standard practices within vocal pedagogy and develop new language and tools for offering directives and encouragement, and fostering a courageous voice studio or clinic where students own their agency and begin to learn autonomously.

The goal is comfort, responsiveness, and adaptability while navigating sensitive emotions and respecting the boundaries between therapy and therapeutic voice work.

What is the disclosure narrative? Learn more here: https://youtu.be/nSgvWixY-ZQ

Priorities for effective evaluations of students’ progress, especially academic and pre-professional settings, are slowly starting to change. As a participant of this course, you have an opportunity to help move the needle toward meaningful and internally-driven markers of success for students and clients.

We’ll explore adjustments in key and melody to accommodate voices outside of the traditional Fach/voice part systems, and how to prep students for the next steps in their careers.

More importantly perhaps, we’ll discuss methods to evaluate our own teaching and define success as practitioners irrespective of the student’s adherence to pre-established industry expectations.

Putting these new pedagogical principles into practice takes…well…practice!

We’ll demonstrate exercises, lesson planning, and transformational feedback in a masterclass-style format, and experiment with partners in break-out rooms so that everyone has an opportunity to be both teacher and student while navigating these emerging skills.

This session focuses on exploring and implementing new teaching skills in the realms of singing voice.

Putting these new pedagogical principles into practice takes…well…practice!

We’ll demonstrate exercises, lesson planning, and transformational feedback in a masterclass-style format, and experiment with partners in break-out rooms so that everyone has an opportunity to be both teacher and student while navigating these emerging skills.

This session focuses on exploring and implementing new teaching skills in the realm of speech for daily use.

In gender-affirming voice work for transgender and non-binary students and clients, the stakes can feel high and it’s easy to get caught between the desires to be both supportive to students’ goals while also protecting them from future harm.

We’ll review some complex cases as well as common issues that our students and clients may face as they navigate the world and their career aspirations.