This workshop models strategies to empower ensemble singers, drawing on pedagogical practices developed for avocational and community learners. Participants will explore a balanced ensemble curriculum that integrates voice function, pedagogy, and social dimensions to foster musical growth and collective engagement.
Central to this approach is the use of scaffolded warmups and adaptable exercises that account for physiological differences between AFAB and AMAB singers, including subglottal pressure, airflow, registration, and acoustic characteristics (Doscher, 2023; Zhang, 2021; Titze, 1989). By grounding vocal development in science-informed, responsive pedagogy (Goffi-Fynn, 2025; Ragan, 2020), singers gain insight into their own voices, increasing empowerment and self-efficacy.
Equally important is the social dimension: this workshop emphasizes creating inclusive ensemble communities where reflection, feedback, and autonomy are encouraged. Singers actively participate in shaping their learning environment, fostering mutual respect and shared responsibility for collective growth (Cassidy, 2010; Garrett, 2014).
Through interactive modeling, participants will experience the conductor’s role as facilitator rather than director, employing games, rehearsal strategies, and community-building activities to engage singers fully. This workshop offers practical tools and theoretical frameworks for nurturing confident, self-aware, and vocally healthy ensemble singers across diverse settings.