Teaching Transgender Singers

Abstract

The goal of this paper is to provide an accessible resource for voice teachers teaching transgender singers. In order to best serve the students, teachers must be aware of obstacles facing transgender singers, including gender dysphoria and discrimination, legal and social obstacles, and the physical changes associated with hormone replacement therapy. For example, when teaching transgender male singers, it is important to consider the physical changes that occur with the initiation of testosterone, including the lowering of the vocal pitch. Other necessary considerations include navigating the voice during the transition process as well as establishing appropriate registration and resonance strategies after the vocal transition is complete. In contrast, when teaching transgender women singers, it is important to realize that the voice will not experience any permanent changes due to hormone replacement therapy. In order to achieve a more feminine sound in speech, transgender women will likely utilize forward resonance, which can result in vocal fatigue and tension in the vocal mechanism if not guided to do so with vocal health in mind. Necessary considerations include encouraging release in the vocal mechanism and establishing registration and resonance strategies, especially in the higher register. Choice of repertoire for both transgender men and transgender women should prioritize the singer’s comfort level and current vocal ability.