scholarly journals Finding the Trans Voice: A Review of the Literature on Accommodating Transgender Singers

2018 ◽  
Vol 37 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Ryan Aguirre
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Vocal Pedagogy ◽  
Music Educators ◽  
Future Research ◽  
Choral Music Education ◽  
Choral Conductors ◽  
Private Lessons ◽  
Transgender Students ◽  
Choral Classroom

Conversations surrounding transgender students are beginning to appear in the nation’s schools. In recent years, experts in the fields of music education and vocal pedagogy have shared their experiences and research on transgender issues in the choral classroom and private lessons. Studies focused on transgender issues in choral music education have yielded inconsistent results. While some have shown music educators to be supportive and accommodating, others have shown a gap in educator knowledge of transgender issues. Vocal pedagogues have had the unique opportunity to work closely with transgender singers one-on-one. Their work is highly transferable to a choral classroom setting. This review of literature synthesizes the work of choral conductors and private voice instructors with the narratives of transgender singers to provide implications for educators and a direction for future research.

“I Dream a World”: Inclusivity in Choral Music Education

2017 ◽  
Vol 104 (2) ◽  
pp. 38-44
Author(s):  
Rhonda Fuelberth ◽  
Christy Todd
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Universal Design For Learning ◽  
Music Educators ◽  
Choral Music Education ◽  
Inclusive Practice ◽  
Barriers To Access ◽  
Music Standards ◽  
Design For Learning ◽  
Choral Programs

This article explores how choral music educators can facilitate access to meaningful music experiences for all students in their schools. In a changing landscape that honors equity and diversity, music education environments must also change to align with these values. To provide the optimal environment for successful inclusive practice, choral music educators should evaluate barriers to access in terms of scheduling, reconsider current curricular offerings, and imagine new solutions that support music learning for all students. Instead of structuring choral programs around traditional choral concerts and adjudications, directors can use the 2014 Music Standards and the framework of Universal Design for Learning to drive classroom content and acquire the flexibility needed to build inclusive classrooms.

Choral Music Education

2019 ◽  
pp. 719-747
Author(s):  
Susan Wharton Conkling
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Cultural Influences ◽  
Music Educators ◽  
Music Teacher ◽  
Cultural Humility ◽  
Choral Music Education ◽  
Music Teacher Preparation ◽  
Choral Methods ◽  
Gradual Transformation

Preservice choral music teacher preparation benefits from reviews of literature, published over four decades that, taken together, document the gradual transformation of practice. These reviews of literature provide a place to begin the present chapter, followed by an update of that literature to determine where the field has remained stable and where boundaries have been challenged and expanded in the 21st century. Subsequently, a content analysis of major textbooks for choral methods courses is undertaken, revealing gaps between research and practice in these areas: (a) connecting vocal development to social development, (b) connecting teacher effectiveness to student progress, and (c) recognizing the multiple cultural influences on choral singers. The chapter concludes with a proposed framework for preparation of choral music educators, borrowed from the training of healthcare professionals, called cultural humility. Cultural humility is not intended to be learned in a classroom, but instead through ongoing clinical practice.

“My voice speaks for itself”: The experiences of three transgender students in American secondary school choral programs

2019 ◽  
Vol 38 (1) ◽  
pp. 126-146
Author(s):  
Joshua Palkki
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Choral Music ◽  
The United States ◽  
Music Educators ◽  
Music Programs ◽  
School Officials ◽  
Transgender Students ◽  
And Gender ◽  
Choral Programs

With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative and ethnographic techniques to honor and highlight voices of the three participants. The connection or lack thereof between voice and gender identity was different for each student. The policies of the students’ school districts, school officials, choral programs, and state music organizations shaped and influenced the participants as they navigated their trans identity within the high school choral context. Mentors (including teachers) and other “important others” helped these students as they traversed their gender journeys. From this research, it emerges that schools and choral programs can make policy changes to better serve trans youth, and more professional development and incorporation of (trans)gender issues is necessary for choral music educators.

Effects of Three Common Choral Performance Movement Conditions on Acoustic and Perceptual Measures of Choral Sound

2020 ◽  
Vol 68 (3) ◽  
pp. 286-304
Author(s):  
Melissa L. Grady ◽  
Tianna M. Gilliam
Keyword(s):  
Choral Music ◽  
Music Educators ◽  
Spectral Energy ◽  
Future Research ◽  
Average Spectrum ◽  
Pitch Analysis ◽  
Pitch Deviation ◽  
Performance Conditions ◽  
Full Body

The purpose of this investigation was to examine the effects of three commonly observed choral singer performance conditions (no movement, slight swaying, full-body swaying) on acoustic and perceptual measures of choral sound. We audio recorded an established university choir ( N = 29 singers) performing a memorized piece while viewing the same conductor video and participating in one of the three performance conditions. We analyzed data through long-term average spectrum (LTAS), overall pitch deviation, and singer and listener (singer-listeners, expert-listeners) perceptions. LTAS results showed significant differences ( p < .001) in spectral energy between all three conditions. The full-body swaying condition averaged a noticeable difference of 2.50 dB across the spectrum when compared to the other two conditions. Pitch analysis indicated the least overall pitch deviation during the slight swaying condition (−27.67 cents) and the most pitch deviation during the no-movement condition (−58.31 cents). Results indicated singer and singer-listener preferences for the full-body swaying condition and expert-listener preferences for the slight swaying condition. We discuss results in terms of future research and practical application for choral music educators.

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Choral Music Education

1984 ◽  
Vol 70 (8) ◽  
pp. 27-28
Author(s):  
Fred Willman
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Choral Music Education

Investigating Choral Pedagogies

2017 ◽  
Author(s):  
Martin Ramroth
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Private School ◽  
Cultural Landscape ◽  
Western Europe ◽  
Organizational Context ◽  
Choral Music Education ◽  
Community Choir ◽  
Music Education Programs

While Western Europe heralds a celebrated tradition of classical choral music, conductors and choral pedagogues from other continents are often astounded to learn of the disparities among choral music education programs throughout the region. This chapter sets out to contextualize the role of music education in the curricula of the typical public or private school, and how private enterprise has evolved to provide music opportunities for those pursuing musical artistry and classical training. Does choral art thrive in a more diverse cultural landscape and a less regulated environment? How does the organizational context of school choir, church choir, community choir, choir club, or private initiative, predispose and shape the choral experience and the success of its endeavors? Is there a European methodology to teach choral music? Finally, how are artistic concepts such as the quest for a “German” choral music passed on?

Thinking Outside the Voice Box

2019 ◽  
Author(s):  
Bridget Sweet
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Classification Systems ◽  
Female Voice ◽  
Male Adolescent ◽  
Choral Music Education ◽  
Voice Change ◽  
Adolescent Voice ◽  
The Voice ◽  
Changing Voice

Thinking Outside the Voice Box: Adolescent Voice Change in Music Education is different from other books on voice change in that it encourages new and holistic ways of thinking about the female and male adolescent changing voice. It gives choral music educators (or anyone interested in the changing voice) the opportunity to step away from typical considerations of voice change and explore the experience within the bigger picture of adolescence. Female and male adolescent voice change are addressed at length, but special efforts have been made to bring new attention to female voice change to boost considerations of females in choral music education. Holistic considerations encompass the importance of understanding physical development during adolescence, including the body, brain, and auditory system; vocal anatomy and physiology in general, as well as during male and female voice change; the impact of hormones on the adolescent voice, especially for female singers; ideas of resolve and perseverance that are essential to adolescent navigation of voice change; and exploration of portrayals of voice change that have contributed to a situated reality not based in fact, but accepted in pop culture. Choral educators are also given a larger scope of voice classification systems and other foundational ideas in choral music education through examination of some of the most eminent works in the profession. Emerging considerations of adolescent voice change beyond classification systems provide new food for thought about working with the adolescent changing voice.

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