TEACHING CHILDREN TEACHING CHILDREN TO SINGTO SING

Adding Song To TheAdding Song To The

Classroom WithClassroom With

ConfidenceConfidence

Music is in our very natureMusic is in our very nature

From the very beginning, all childrenFrom the very beginning, all childrenHave the urge to:Have the urge to:

dance

clap

And sing!

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It is important, then, for young children to It is important, then, for young children to have the occasion to express themselves have the occasion to express themselves

through song. (Richards, 1991, p. 6)through song. (Richards, 1991, p. 6)

CHILD’S VOCAL MECHANISMCHILD’S VOCAL MECHANISM APPROPRIATE REPERTOIREAPPROPRIATE REPERTOIRE MUSIC & THE BRAINMUSIC & THE BRAIN GENDERGENDER RESOURCESRESOURCES

VOCAL MECHANISMVOCAL MECHANISM The child’s vocal The child’s vocal

mechanism is mechanism is dissimilar from the dissimilar from the adults.adults.

The vocal mechanism The vocal mechanism is made of several is made of several layers.layers.

In very small children In very small children these layers are not these layers are not found.found.

Layers are needed in Layers are needed in order for the order for the mechanism to vibrate.mechanism to vibrate.

Ishii, 2000, 1063

VERY YOUNG 0-5VERY YOUNG 0-5

Very young children, Very young children, ages 0-5, sing in their ages 0-5, sing in their speaking range.speaking range.

It is often more like a It is often more like a chant.chant.

The range that is The range that is available to them is available to them is very limited.very limited.

The vocal mechanism The vocal mechanism also has limited also has limited movement.movement.

http://www.youtube.com/watch?v=_I753Xo_6u4

AGES 6-8AGES 6-8 The voices of children The voices of children

6-8 still have 6-8 still have unidentifiable vocal unidentifiable vocal layers.layers.

Their voices will be Their voices will be lighter and higher lighter and higher than adult voices.than adult voices.

They will not have They will not have vibrato like an adult.vibrato like an adult.

They will also have no They will also have no differentiation differentiation between what we call between what we call head and chest voice.head and chest voice.

http://www.youtube.com/watch?v=EP5hghdY8w4&feature=related

Ages 8-10Ages 8-10 Vocal layers have begun to Vocal layers have begun to

form and will continue form and will continue through puberty.through puberty.

The child can now sustain The child can now sustain the upper voice.the upper voice.

As it seems comfortable, As it seems comfortable, notes can be added to the notes can be added to the range.range.

It is not unusual for vocal It is not unusual for vocal damage to appear at this damage to appear at this age from overload.age from overload.

This damage can come This damage can come from shouting or trying to from shouting or trying to sing too loudly.sing too loudly.

http://www.youtube.com/watch?v=gk0ZgrQUsAQ

AS EDUCATORS…AS EDUCATORS… Since the vocal mechanism Since the vocal mechanism

is not fully formed until is not fully formed until ages 10-13, problems can ages 10-13, problems can appear if the child is appear if the child is required to sing too loud, required to sing too loud, too high or too low.too high or too low.

Vocal problems in young Vocal problems in young children are on the children are on the increase.increase.

A forced sound or a chin A forced sound or a chin jutted out are signs a child jutted out are signs a child is working too hard to is working too hard to produce pitches. produce pitches. (Trollinger, 2007, p. 3)(Trollinger, 2007, p. 3)

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APPROPRIATE REPERTOIREAPPROPRIATE REPERTOIRE To avoid any possible damage, don’t use To avoid any possible damage, don’t use

any music that might cause the students any music that might cause the students to sing too loudly or outside of their to sing too loudly or outside of their comfortable range.comfortable range.

Middle C to A or B is the ideal range for the Middle C to A or B is the ideal range for the very young children 5-8.very young children 5-8.

Avoid using recorded accompaniments Avoid using recorded accompaniments that cause the children to sing over that cause the children to sing over electric guitars, drums and other loud electric guitars, drums and other loud instruments.instruments.

Simple piano accompaniments are best.Simple piano accompaniments are best.

Appropriate music for 0-5Appropriate music for 0-5

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Appropriate Music for 6-8Appropriate Music for 6-8

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Appropriate Music for 8-10Appropriate Music for 8-10

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Music and the BrainMusic and the Brain ““There is a strong There is a strong

relationship between relationship between musical perception and the musical perception and the processing of language” processing of language” (Trollinger 2010)(Trollinger 2010)

Research shows that Research shows that singing helps in language singing helps in language comprehension and comprehension and development.development.

Another recent study Another recent study shows studying music shows studying music increased visual / spacial increased visual / spacial skills. (Flohr 2010) skills. (Flohr 2010)

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As EducatorsAs Educators

Encouraging the Encouraging the connection connection between sung and between sung and spoken language spoken language helps children helps children connect the dots in connect the dots in moving from chant moving from chant to matching pitch to matching pitch and singing and singing melodies.melodies.

http://www.youtube.com/watch?v=mXXzJEgPAmk

Introducing Music into the Introducing Music into the ClassroomClassroom

““For a child, much as it should be for For a child, much as it should be for an adult, to sing is to turn interests, an adult, to sing is to turn interests, experiences, and feelings into a experiences, and feelings into a personal musical expression. personal musical expression. Children have been known to sing Children have been known to sing spontaneously, alone or together, spontaneously, alone or together, reflecting the activities of daily reflecting the activities of daily living” (Zahner)living” (Zahner)

ActivitiesActivities Simple nursery rhymes or Simple nursery rhymes or

fairy tales can be used.fairy tales can be used. Have the students make Have the students make

sound effects for the seasons sound effects for the seasons such as turkeys gobbling and such as turkeys gobbling and ghosts moaning.ghosts moaning.

Play question and answer Play question and answer games by singing a question games by singing a question and having the student give and having the student give the answer on the same pitch.the answer on the same pitch.

Consider adding movement to Consider adding movement to engage more areas of the engage more areas of the brain.brain.

Add music to a poem or Add music to a poem or reading.reading.

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Warnings!Warnings!

A teacher who is not a trained A teacher who is not a trained musician may pitch the songs too musician may pitch the songs too high or low. Ask a music professional high or low. Ask a music professional to assist you.to assist you.

Very young children (0-7) prefer to Very young children (0-7) prefer to sing in groups and may be very shy sing in groups and may be very shy about solo singing.about solo singing.

Always encourage regardless of the Always encourage regardless of the skill level exhibited by the student.skill level exhibited by the student.

““A common perception A common perception is that musical talent is that musical talent is a prerequisite for is a prerequisite for singing. While a talent singing. While a talent for spelling makes it for spelling makes it easier to learn to spell easier to learn to spell and a talent for and a talent for solving math problems solving math problems makes mathematics makes mathematics easier, we don’t easier, we don’t excuse children from excuse children from spelling or math due spelling or math due to lack of talent. to lack of talent. Children should learn Children should learn to sing the same way to sing the same way by being taught how by being taught how and then practicing” and then practicing” (Smith)(Smith)

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GenderGender Gender has an impact when Gender has an impact when

you are introducing musical you are introducing musical activities.activities.

Studies show gender Studies show gender stereotyping may cause boys stereotyping may cause boys to have a lack of interest.to have a lack of interest.

In Western societies, there is In Western societies, there is a pervading impression a pervading impression singing is for girls.singing is for girls.

This may appear as early as This may appear as early as first grade.first grade.

If music and the spoken If music and the spoken language are connected, this language are connected, this would put boys at an would put boys at an academic disadvantage.academic disadvantage.

http://newhopemusic.com/songs.h-m/heshall.htm

Peer ModelingPeer Modeling A recent study done in A recent study done in

2005, shows peer 2005, shows peer modeling can be very modeling can be very successful in increasing successful in increasing the interest of boys in the interest of boys in musical activities.musical activities.

In this case, older boys In this case, older boys sang for and played games sang for and played games with the younger boys.with the younger boys.

It brought about a strong It brought about a strong kinship between the kinship between the younger and older boys.younger and older boys.

A majority of the boys A majority of the boys exhibited an interest in exhibited an interest in singing after the activity.singing after the activity.

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ResourcesResources

Solo Vocal Repertoire for Young Singers: An Solo Vocal Repertoire for Young Singers: An Anotated Bibliography by Joan Frey BoytimAnotated Bibliography by Joan Frey Boytim

Teaching Kids To Sing by Kenneth PhillipsTeaching Kids To Sing by Kenneth Phillips

Music In Childhood by Campbel, Kassner & Music In Childhood by Campbel, Kassner & KassnerKassner

The Melody Book by HackettThe Melody Book by Hackett

Flohr, J. W. (2009). Best practices for young children’s music Flohr, J. W. (2009). Best practices for young children’s music education: guidance from brain research. education: guidance from brain research. General Music TodayGeneral Music Today, , 23, 13-19.23, 13-19.

Hall C. (2005). Gender and boy’s singing in early childhood. Hall C. (2005). Gender and boy’s singing in early childhood. BritishBritish

Journal of Music EducationJournal of Music Education, 22, 5-20., 22, 5-20.

Smith, J. (2006). Every child a singer: techniques for assisting Smith, J. (2006). Every child a singer: techniques for assisting developing singers. developing singers. MusicMusic Educators JournalEducators Journal, 93, 28-31., 93, 28-31.

Trollinger, V. L. (2007). Pediatric vocal development and voice Trollinger, V. L. (2007). Pediatric vocal development and voice science: implications for teaching singing. science: implications for teaching singing. General Music TodayGeneral Music Today, , 20, 19-25.20, 19-25.

Trollinger, V. L. (2010). The brain in singing and language. Trollinger, V. L. (2010). The brain in singing and language. General General Music TodayMusic Today, 23, 20-23. , 23, 20-23.

Suggested ReadingSuggested Reading