Date Approved

2022

Degree Type

Open Access Senior Honors Thesis

Department or School

Music and Dance

First Advisor

Heather N. Shouldice, Ph.D.

Second Advisor

Brandon Johnson, D.M.A.

Third Advisor

Christopher Barrick, D.M.A.

Abstract

The knowledge of training transgender voices is just beginning to make its way into mainstream music education. However, there needs to be more known and a curriculum in place to address this critical topic. Transgender students face many unique challenges in the voice studio, and educators must have the knowledge to teach these students. There are several elements to consider when training transgender students. These elements include the anatomical changes of masculinizing hormones on the body and voice, the anatomical changes of feminizing hormones on the body and voice, vocal exercises for both transfeminine and transmasculine students, how to choose repertoire for transgender students, how to create a safe and inclusive studio for all students, and the psychological component behind transgender voice training. In this paper, I will provide a summary of the research and scholarly discourse pertaining to these topics. The synthesis of research on these elements will be helpful for voice teachers and general music educators to help understand how to support and educate transgender students in their classrooms and voice studios.

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