Teaching Trans and Genderqueer Singers in the Applied Studio

Abstract This chapter provides an overview of practical and pedagogical considerations for teaching trans and genderqueer singers in the applied voice studio. Recognizing that both the technical and socio-emotional dimensions of singing are shaped by gendered expectations, the chapter introduces a four “R” framework—range, respiration, repertoire, and reflection—to guide inclusive and responsive instruction. Each of these dimensions is explored in relation to the unique vocal journeys and identity expressions of gender-expansive students. Particular attention is given to disentangling traditional notions of voice classification from assumptions about gender and sex. The chapter also offers concrete strategies for using affirming and respectful language in both one-on-one studio teaching and group/ensemble contexts, with the goal of fostering a more inclusive, flexible, and student-centered learning environment. By attending to the intersecting needs of technique and identity, this chapter contributes to the growing field of gender-affirming voice pedagogy in music education.