ABSTRACT
This chapter explores how a lyric diction class based on optimal diversity, equity, and inclusivity gives rise to increased collaboration, curiosity, and creativity. Teamwork and collaboration are ideally suited for diction classes, which require a variety of pedagogical approaches, such as differentiated teaching, scaffolded teaching, and other methods. Increased resources are available for providing equal instruction to LGBTQ+ students, first-generation college students, and students with physical or mental health disabilities. Support is available for teaching voice students on the autism spectrum. Technology can enhance inclusivity, as digital resources are now available for readers of braille; and those with dyslexia can benefit from video examples. Equity can be promoted through the incorporation of unjustly neglected music, whether by women, BIPOC, or other composers. Virtual exchange also provides equity to those who cannot study abroad. Finally, the author advocates for optimal diversity in diction classes through a mixture of younger and older students who are basically at the same level of diction skills—undergraduate and postgraduate (master's) voice students, collaborative pianists, and conductors. This is backed up by solid research on mixed-age instruction at the university level, and by recent international research on diction pedagogy.
