Voice. Identity. Gender.


Felix Graham, Ed.D.C.T., is a New York-based, trans+ academic and musician. With over ten years of experience as a singing-voice specialist, Dr. Graham's pedagogy focuses on guiding both cis and trans clients in reconciling their voice and personal identity as well as addressing functional voice disorders.

Felix is an active researcher in the areas of vocal science, gender, identity and music pedagogy and has presented both at home and abroad on such topics as singing voice disorders and developmental voice. 

An avid performer, Felix has been a frequent performer of concert music, in addition to his work in opera, jazz and cabaret. His operatic and oratorio performances have included roles from works such as Mozart’s Cosi fan tutte, Der Schauspieldirektor, Die Zauberflöte and Le nozze di Figaro; Gounod’s Faust, Pergolesi’s Stabat Mater, Rossini's Semiramide and Händel’s Serse, Alcina, Rinaldo and Ariodante.

Felix recently completed his doctoral studies at Teachers College, Columbia University and has completed the Vocology Mentorship Program at Mt. Sinai's Eugen Grabscheid Voice Center. He is thrilled to serve on the Board of Directors for the New York Singing Teachers Association as the 2nd Vice President of Steering and Development. 

My Background

Doctor of Education in the College Teaching of a Subject (2019)
Music & Music Education / (Voice/Vocal pedagogy)
Teachers College, Columbia University

Master of Education (2018)

Music Education
Teachers College, Columbia University

Harold Rosenbaum Choral Conducting Institute (2018)
Columbia University

The Eugen Grabscheid Vocology Mentorship Program (2014)
Icahn School of Medicine at Mount Sinai
Mentee with Dr. Daniel McCabe and Dr. Kenneth Altman

Master of Arts, Music & Music Education (Voice/Vocal Pedagogy) (2011)
Teachers College, Columbia University

Bachelors of Science in Music, Vocal Performance (2002)
Tennessee State University 

2nd Vice-President, Steering & Professional Development
Board of Directors

Founder, Director
Non-profit performers’ collective for female, queer and minority artists.

My philosophy and practice of pedagogy is a direct product of my own experiences as a learner. Prior to my graduate studies, I had experienced intense frustration with my educational experiences, as the traditional lecture-readings-tests class format did not mesh well with my own learning style. My introduction to constructivist, student-centered learning environments – particularly with a focus on collaboration, rather than the traditional authoritarian, top-down method of teaching – was revelatory to me. It challenged me, forced me to rethink many of my stances on education, and sparked an intense curiosity in the idea that there might genuinely be better, more efficient ways for students to learn.

As a result, I have – and continue – to seek out and apply the ever-expanding body of scientific knowledge around learning/cognition and vocology, as well as evolving musical practice, to my teaching methods, courses and applied lessons. My pedagogical practice, whether it’s individual or group-based, is student-centered and constructivist in its approach, ideally resulting in intrinsically-motivated, curious and thoughtful learners. Practically, this plays out in different ways in my applied teaching, vs. group course work or research.

While scientific knowledge is a necessary component of any pedagogy, I am also cognizant that I am teaching an art. Lessons and courses must provide practical knowledge and skill acquisition, but that knowledge and skill-set is learned in the greater service of artistry. As such, my applied lessons and courses are purposefully structured to encourage students’ artistic growth, in addition to their academic progress. If the ultimate goal of music and artistic performance in general is to be expressive and communicate with others, then fledgling artists must be able to articulate how their knowledge and skill is transmuted into artistry. In my experience, a student-centered, constructivist approach to musical learning has been a useful and reliable method of stimulating and encouraging musicality and expression.

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Contact Me

I can also be reached directly by text or phone at 347.236.5927