Background:
Adolescence is a turbulent time in terms of identity, self-confidence, and interpersonal relationships. Numerous researchers have studied adolescent vocal changes (Gackle, 1991; Phillips, 1994; Williams and Harrison, 2016) and additional research exploring transgender identity and the singing voice is evolving. (Cayari, 2019). Monks’ work encourages educators to understand the “vocal identity '' of their students to improve communication and efficacy when choosing repertoire, developing technique, and rehearsing (Monks, 2003). These sources provide a backdrop for this research presentation.

Method: The study consists of interviews and focus groups with an initial TBB (Tenor-Baritone-Bass) students aged 11-18, all of whom sang in an extracurricular singing program for bass clef and changing voices in a northeastern urban setting in the United States. Additionally, a survey was sent out to singers post-adolescence to provide further understandings of adolescence musical experiences. The program for the singers provides an opportunity for changing voices to sing at an age when many leave singing. Data collection is continuing with further interviews of the treble singer, focus groups, and rehearsal field notes from directors. Rehearsals consist of vocal exercises to stabilize the changing voice as well as solo and ensemble singing opportunities. The curriculum also includes games to develop rhythmic coordination, creative storytelling, and physical engagement. To encourage autonomy, students selected their own solo repertoire and vocal parts. Performances take place at numerous venues, including community outreach programs, on-site performances, and Carnegie Hall choral concerts. Data is collected at formative and summative moments across in the evolving curriculum to explore singing voice changes and identity expression. Questions are semi-structured and based on previous research available as well as instructor’s experience. Students are asked to describe their vocal histories and experiences and often report strong memories of music in the home.
Results:
These initial findings suggest that students tended to be drawn to singing experiences that allowed them to express themselves authentically. Students also report that singing helps them navigate their changing voices in a way that gives them confidence and shapes their maturing identities. and they demonstrate an enthusiasm for singing and performing, and a feeling of comradery among participants.
Conclusions:
This study includes feedback for educators and professionals working with adolescent singers for developing technical growth, authenticity and autonomy in their singing voices.