The Singing Teacher's Guide to Transgender Voices is the first comprehensive resource developed for training transgender and nonbinary singers. This text aids in the development of voice pedagogy tailored to the needs of transgender singers, informed by cultural competence, and bolstered by personal narratives of trans and nonbinary singing students. The singing life of a transgender or nonbinary student can be overwhelmingly stressful. Because many of the current systems in place for singing education are so firmly anchored in gender binary systems, transgender and gender nonconforming singers are often forced into groups with which they feel they don't belong. Singers in transition are often afraid to reach out for help because the likelihood of finding a voice teacher who is competent in navigating the social, emotional, physical, and physiological challenges of transition is minimal at best. This text equips teachers with a sympathetic perspective on these unique struggles and with the knowledge and resources needed to guide students to a healthy, joyful, and safe singing life. It challenges professional and academic communities to understand the needs of transgender singers and provide evidence-based voice education and real-world opportunities that are authentic and genuine. The Singing Teacher's Guide to Transgender Voices is the first book of its kind to provide thorough, organized information on the training of trans singers for educators in both the academic and independent teaching realms.

This book serves as a guide to any patient, clinician, or person who desires to understand how transgender and gender diverse individuals can be assisted in achieving voice and communication congruity with gender. Voice and communication style serve as intricate links to one’s identity and are central aspects of the gender transition process. Guiding a transgender or gender diverse patient through this transition is complex, requiring an understanding of the patient’s desires, the ability to identify and work with patients to achieve sustainable patterns of behavioral modification that affect voice in a positive manner, and an understanding of the role of newly emerging surgical techniques. This is best addressed by an interdisciplinary team, and this book makes this material available in one source. The first section of the book consists of introductory chapters written by primary care physicians, endocrinologists, and psychiatrists addressing the complex nature of transition from the medical standpoint. A review of hormonal replacement therapies, psychological evaluations, and potential effects of hormone replacement on voice is included. The second section describes the behavioral techniques available in speech and voice therapy for voice change and addresses outcomes that can be expected from behavioral intervention. Each chapter addresses the physiologic principles of therapeutic techniques for effecting change, techniques of instruction, nuances for transgender and gender diverse patients, methods of generalization, and methods of maintenance. Finally, the third section of the book details the surgical techniques available to assist patients in voice transition and their expected outcomes for voice modification. Each chapter includes an introduction, preoperative assessment, role of preoperative therapy, surgical technique, postoperative management, and expected outcome. This section also includes a surgical atlas. This is an ideal guide for otolaryngologists, speech-language pathologists, primary care providers, as well as psychiatrists and endocrinologists caring for transgender and gender nonconforming patients.

Voice and Identity draws from the knowledge and expertise of leading figures to explore the evolving nature of voice training in the performing arts. The authors in this international collection look through both practical and theoretical lenses as they connect voice studies to equity, diversity, inclusion, and belonging, and to gender and gender diversity. The book offers chapters that focus on practical tools and tips for voice teachers, and the text also includes chapters that give rich social, cultural, and theoretical discussions that are both academic and accessible, with a particular focus on gender diverse, gender non-binary, transgender, and inclusionary voice research. Offering interdisciplinary insights from voice practitioners and scholars from the disciplines of actor training, singing, public speaking, voice science, communication, philosophy, women’s studies, Indigenous studies, gender studies, and sociology, this book will be a key resource for practitioners and researchers engaged in these fields. The chapters in this book were originally published in the Voice and Speech Review journal.

Class Voice: Fundamental Skills for Lifelong Singing is a unique undergraduate textbook which can be adapted to needs of any potential voice user, including music education students, voice students who are not majoring in music, and adult learners. By explaining the basics of singing using practical skills and examples, this text is accessible to students with a wide range of talents, interests, and expertise levels. With chapters devoted to skills for singing solo and in groups, instructors can tailor the included materials to encourage students to become thoroughly familiar with their own voices and to identify and appreciate the gifts of others. Learning to sing is a process of trial and error. The warm-ups and other in-class performance opportunities contained in this textbook can raise student confidence and minimize anxiety. The chapters about age and size-appropriate repertoire and issues of vocal health provide vital information about preserving the vocal instrument for a lifetime of singing. Key Features * Warm-up and cool-down exercise routines, including strategies for relaxing and breath management * Repertoire topics divided by language and genre and suggestions about how to use the repertoire to develop specific skills * Issues of diversity, gender, and inclusivity covered in Chapter 9 entitled “The Singing Life” * Suggestions for comparative listening and questions for discussion to encourage deeper learning * Adaptable materials which can be tailored to fit interests in choral music, musical theater, folksong, as well as Classical vocal repertoire * Assignments, evaluation criteria, and assessment forms for midterm and final presentations * A glossary of key terms * A bibliography with resources for research and learning * Information on basic musicianship skill training for those who need it Disclaimer: Please note that ancillary content (such as documents, quizzes, PowerPoints, etc.) may not be included as published in the original print version of this book.

This book presents an examination of the applied music studio as part of higher education. Applied music studios are where students learn an instrument or voice in one-to-one settings with high-level musician teachers. This book reconceptualizes this teaching model within higher education, and it provides a critical lens, seated in current research provided by a diverse and highly influential set of researcher authors. It provides expert suggestions for improved teaching and learning practices in the applied music studio for readers who may be teachers themselves. It may also provide direction for leaders, directors, and department chairs who oversee the quality of applied music studio settings in the respective higher education units. The key feature of this book is that each chapter will explore new and relevant research, bringing new knowledge to the reader. Each chapter will also suggest relevant applied music studio practices and opportunities based on this targeted research literature. The primary audience for this book would be applied music studio teachers who engage in teaching within the applied music studio, offering suggestions for higher education and private teaching. A secondary audience would be music education researchers at all levels and who have an interest in contemporary thinking relevant to the applied music studio, as well as those interested in the master-apprentice format for learning in any field. Additionally, directors and chairs of music units globally in higher education would find this book helpful in guiding practice in the applied music studio within higher education settings.

Choice Award 2022: Outstanding Academic Title Queer studies is an extensive field that spans a range of disciplines. This volume focuses on education and educational research and examines and expounds upon queer studies particular to education fields. It works to examine concepts, theories, and methods related to queer studies across PK-12, higher education, adult education, and informal learning. The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.

Queering Vocal Pedagogy presents a new vision of gender-affirming vocal music education and richly explores the experiences, perspectives, and vocal training of trans(gender) and genderqueer singers. This groundbreaking text weaves together singers’ narratives with the practices and pedagogies of their teachers to provide a model for training gender expansive vocalists. William Sauerland promotes a two-fold action: first, cultivating gender-affirming practices for teaching trans and genderqueer singers, and second, disentangling vocal pedagogy from practices and traditions that have historically promoted cisgender narratives. Through case studies representing various identities within the gender expansive population, this book provides an insider’s view to lesson pacing, vocal exercises, repertoire, and processes toward vocal development. Sauerland provides a wealth of practical and theoretical knowledge for teachers, choral directors, and music educators, including: Impacts of gender and identity in teaching singers Inclusive language especially for voice classifications Strategies for teaching Repertoire considerations Professional responsibility and socio-emotional support in the studio

Popular Music Pedagogies: A Practical Guide for Music Teachers provides readers with a solid foundation of playing and teaching a variety of instruments and technologies, and then examines how these elements work together in a comprehensive school music program. With individual chapters designed to stand independently, instructors can adapt this guide to a range of learning abilities and teaching situations by combining the pedagogies and methodologies presented. This textbook is an ideal resource for preservice music educators enrolled in popular music education, modern band, or secondary general methods coursework and K-12 music teachers who wish to create or expand popular music programs in their schools. The website includes play-alongs, video demonstrations, printed materials, and links to useful popular music pedagogy resources.

Multivocality frames vocality as a way to investigate the voice in music, as a concept encompassing all the implications with which voice is inscribed-the negotiation of sound and Self, individual and culture, medium and meaning, ontology and embodiment. Like identity, vocality is fluid and constructed continually; even the most iconic of singers do not simply exercise a static voice throughout a lifetime. As 21st century singers habitually perform across styles, genres, cultural contexts, histories, and identities, the author suggests that they are not only performing in multiple vocalities, but more critically, they are performing multivocality-creating and recreating identity through the process of singing with many voices. Multivocality constitutes an effort toward a fuller understanding of how the singing voice figures in the negotiation of identity. Author Katherine Meizel recovers the idea of multivocality from its previously abstract treatment, and re-embodies it in the lived experiences of singers who work on and across the fluid borders of identity. Highlighting singers in vocal motion, Multivocality focuses on their transitions and transgressions across genre and gender boundaries, cultural borders, the lines between body and technology, between religious contexts, between found voices and lost ones.

Musical Theatre Education and Training in the 21st Century presents a wide range of viewpoints on the musical theatre profession. It brings together research from the UK, US, Australia, and beyond, providing an essential resource for educators, students, and all those involved in training for musical theatre. The research draws on best practice from creatives, producers, practising artists, and the academy to reveal a multiplicity of approaches and educational pathways for consideration by performers, educators, institutions, and the profession. The book goes beyond the key elements of performance training in singing, dancing, and acting to explore adjacent creative and business skills, along with some of the more recent and challenging aspects of the profession such as diversity of representation both on and off stage, building safe working environments, and managing mental and physical health and wellbeing. The authors incorporate information from over 100 interviews with everyone from emerging performers to leading professionals, and explore the practicalities of pre-professional training, skills development, and curricular design, alongside the broader attributes required in preparation for the profession. This book offers vital insights into how musical theatre practitioners can best be prepared to make their way in the field now and in the future.