Original Art Songs for Non-binary and Transitioning Voices Based on Poetry by Tennison S. Black ‡ Jeremy Skeels, David Chang, Sunny Lee, Abinidi Slade, Nina Soetamin, Nick Telford Project Mentor(s): Jiyoun Chung, DMA; Jan Nelson Trans and non-binary voices are significantly underrepresented in modern vocal Literature. Many pieces performed are from the 19th or early 20th century, when subjects such as gender identity were taboo. This project aims to provide repertoire for transgender or non-binary singers that they can identify with and enjoy discussing. Additionally, individuals who are transitioning often experience a restricted vocal range as their voice changes, which makes them unable to comfortably sing most repertoire. Many individuals transitioning also may experience moments when their voice does or does not match their idea of their body. As composers, we can attempt to remedy these issues by writing music that can be comfortably sung by transitioning individuals by writing in a tighter vocal register, or writing pieces that can be comfortably transposed up or down to suit the needs of the performer. The music that we write also uses text from award winning poet Tennison Black’s book Survival Strategies, whose texts allow us to highlight transgender and non-binary art and experiences in an authentic way.
Presentation Type: Performance (May 20, 9:30am–5:00pm) Keywords: New Song Composition, Transgender Voice SOURCE Form ID: 65
The String Teacher’s Toolkit for Joint Hypermobility Jordan Taylor Project Mentor(s): Michelle Rahn, DMA
Joint hypermobility—or “double-jointedness”—often seen as a “party trick,” is extremely common among instrumentalists. For the string player, hypermobility can allow instrumentalists to reach new heights by increasing hand span and flexibility in small joints aiding in vibrato and smooth bow changes. However, hypermobility is associated with increased risk of injury and pain due to poor proprioception, joint instability, and muscles working harder to stabilize the body. While awareness around playing-related injuries has increased significantly over the past several decades, much of the literature available today on playing technique and injury prevention excludes young students and those with hypermobility. Most strategies specifically addressing hypermobility in the classroom are passed down orally by pedagogues and are not widely shared. Because of this, many educators and students have been left wondering if they are doing something wrong and are unsure how to proceed. This workshop aims to inform string teachers about manifestations of hypermobility in the classroom, joint alignment when playing instruments, and provide strategies to facilitate the development of healthy body awareness through creative movement. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords: Hypermobility, String Instruments, Playing-Related Injury, Movement Education SOURCE Form ID: 237
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