ABSTRACT
In recent years, there has been an increase in social awareness of transgender and nonbinary individuals. Vocal music education pedagogies have historically discussed the singing voice along a rigid male-female gender binary way of thinking. This chapter reviews the existent gender-expansive voice literature and explores how vocal pedagogy might operate beyond gender binary thinking. A systematic review of the literature provides strategies for singing teachers to design affirming practices and policies in their studios for heightened safety, equity, and inclusivity for nonbinary singers. Student-centered teaching and culturally responsiveness serve as models for the studio voice teacher.
