Paper Presentation: Beyond Bel Canto: Culturally Responsive Language in the Voice Studio

As singing teachers committed to equity and inclusion, we often champion diverse repertoire, including works composed by or influenced by the traditions of racial and ethnic minorities, while continuing to rely on pedagogical language shaped by Western European classical traditions. To support singers of all backgrounds and styles, we must examine how our teaching language aligns or conflicts with the diversity and cultural understanding we seek to foster on stage and in our institutions.This work must extend beyond repertoire selection and into the very language we use to cultivate the singing voice.

Although most singing voice teachers are trained through a Western European classical lens, today’s students increasingly seek to perform gospel, R&B, jazz, country, and musical theatre: styles rooted in Black and Indigenous traditions and closely tied to their identities and cultural histories. Applying bel canto ideals to these genres can obscure unique vocal aesthetics, reinforce gender and racial bias, reduce student agency, and leave singers underprepared for contemporary professional demands.

Participants will engage in guided listening, reflective discussion, and practical studio exercises. We will explore technical concepts using both Eurocentric and non-Eurocentric pedagogical language, examine challenges common in diverse studios, provide cultural context for vocal styles rooted in Black, Indigenous, and other nonwhite traditions, and consider how language choices shape student identity, confidence, and artistic autonomy.

Rather than abandoning bel canto technique, this workshop promotes an expanded pedagogical toolkit that equips teachers with language and strategies to responsibly support a wide range of voices and styles.