Maine Motif Issue 1, Vol. II (Fall, 2017) | Page 16

Gender Identity in Middle
School Chorus
By Renovia Day and Lauren Murphy
In the past few years, more middle school students are asking tough questions about
their identity. As middle school teachers we are encouraging the students to be open to
education and self-discovery. As music teachers we need to also be firmly rooted in the
belief that the vocal mechanism is what determines where a voice should be placed. 
When speaking with entire choruses
as well as individuals, direct the
discussion towards the science and
biology behind the vocal mechanism
to eliminate some emotional
attachment with the issue and the
students’ perception of their own,
their peers and our “acceptance” of
an identity.
Since much middle school music is written with limited ranges for the developing voice
part “fluidity” is acceptable. Students begin to understand their natural vocal limitations
through part experimentation.  Partner this with explanations about the vocal
mechanism and vocal health and students are able to scientifically understand that
while they may be a male - it is NOT a female thing to sing Alto. It has to do with their
physical range.  Or while a student may be identifying with a gender that “typically” sits
in a certain section, they learn that it is vocally damaging to force your voice down too
low, or up too high.  
As directors, we also teach our choruses about how a female may be able to comfortably
reach a tenor note, but the timbre is not the same (and vice versa).  A perfect example
students frequently see is when a female director sings a baritone line at pitch, resulting
in the baritones singing THEIR part an octave lower - matching the timbre of the
demonstrated pitch.  Directors can choose to have females sing tenor parts, but we really
should all keep in mind the science behind the vocal mechanism.