In many choral programs, mixed (SATB) choirs are perceived as the pinnacle ensemble, while soprano/alto (SA) choirs are often treated as developmental groups, regardless of the skill level of their singers. National participation data consistently show that approximately 70% of secondary choral participants are female (sex assigned at birth) and 30% male, a pattern that has remained stable for more than four decades. This structural paradox raises an important question for choral educators: If most of our singers are SA voices, why do many programs still treat SA ensembles as secondary? This session examines the cultural and structural forces that sustain this hierarchy and explores strategies to elevate advanced SA ensembles through intentional repertoire programming, equitable ensemble structures, and vocal development that supports resonant, expressive singing.
Raise Some Treble: Challenging Hierarchies, Championing SA Voices
Elizabeth Hearn
Elizabeth (Libby) Hearn is an associate professor of choral music education at the University of Mississippi, where she conducts Women's Glee and the University Chorus. She also teaches graduate and undergraduate courses in choral music education, conducting, and qualitative research. Additionally, Hearn serves as the conductor of the Mississippi River Chorale, an adult community choir, for the MidSouth Music Organization. Before joining the faculty at Ole Miss, Dr. Hearn earned a Ph.D. in music education from the University of Alabama. In addition to teaching and conducting, she has published research in peer-reviewed journals and presented at international, national, regional, and state conferences. She serves as president of the Mississippi ACDA, co-editor of the Research Report Column in the Choral Journal, and co-editor of the Mississippi Music Educators Journal.
Alicia Vorel
Alicia C. Vorel serves as director of music education at East Tennessee State University, where she teaches undergraduate coursework in general and choral music education and mentors graduate students in research. A native of Georgia, Dr. Vorel taught K-8 general music and choirs in the Bibb County School District for twelve years. She received her BME from Mercer University, MME from Texas Tech University, and PhD from the University of Mississippi. She is an active conductor, clinician, adjudicator, and presenter, engaging in opportunities at the state, regional, national, and international levels. Her research interests include soprano-alto choir identity, classroom management, turn-of-the-twentieth-century music educators and singing schools, feedback systems, and authentic context learning. An award-winning researcher, her publications have appeared in various practitioner and researcher journals. She is presently serving on the Music Educators Journal Advisory Committee.
