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TEACHING CHILDREN
TO SING
Adding Song To The
Classroom With
Confidence
Music is in our very nature
From the very beginning, all children
Have the urge to:
clap
dance
www.thousandyone.com
www.realsimple.com
And
sing!
www.wn.com
It is important, then, for young children to
have the occasion to express themselves
through song. (Richards, 1991, p. 6)
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CHILD’S VOCAL MECHANISM
APPROPRIATE REPERTOIRE
MUSIC & THE BRAIN
GENDER
RESOURCES
VOCAL MECHANISM
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The child’s vocal
mechanism is
dissimilar from the
adults.
The vocal mechanism
is made of several
layers.
In very small children
these layers are not
found.
Layers are needed in
order for the
mechanism to vibrate.
Ishii, 2000, 1063
VERY YOUNG 0-5
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Very young children,
ages 0-5, sing in their
speaking range.
It is often more like a
chant.
The range that is
available to them is
very limited.
The vocal mechanism
also has limited
movement.
http://www.youtu
be.com/watch?v=
_I753Xo_6u4
AGES 6-8
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The voices of children
6-8 still have
unidentifiable vocal
layers.
Their voices will be
lighter and higher
than adult voices.
They will not have
vibrato like an adult.
They will also have no
differentiation
between what we call
head and chest voice.
http://www.youtube.com/watch?v=EP5hghdY8w4&feature=related
Ages 8-10
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Vocal layers have begun to
form and will continue
through puberty.
The child can now sustain
the upper voice.
As it seems comfortable,
notes can be added to the
range.
It is not unusual for vocal
damage to appear at this
age from overload.
This damage can come
from shouting or trying to
sing too loudly.
http://www.youtube.com/
watch?v=gk0ZgrQUsAQ
AS EDUCATORS…
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Since the vocal mechanism
is not fully formed until
ages 10-13, problems can
appear if the child is
required to sing too loud,
too high or too low.
Vocal problems in young
children are on the
increase.
A forced sound or a chin
jutted out are signs a child
is working too hard to
produce pitches.
(Trollinger, 2007, p. 3)
www.westhillscollege.com
APPROPRIATE REPERTOIRE
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To avoid any possible damage, don’t use
any music that might cause the students
to sing too loudly or outside of their
comfortable range.
Middle C to A or B is the ideal range for
the very young children 5-8.
Avoid using recorded accompaniments
that cause the children to sing over
electric guitars, drums and other loud
instruments.
Simple piano accompaniments are best.
Appropriate music for 0-5
http://courses.washington.edu/matlab1/homework/homew
ork_5.html
Appropriate Music for 6-8
http://www.freewebs.com/eaterjolly/studysongs.ht
Appropriate Music for 8-10
http://www.mamalisa.com/?t=em&p=2223&c=23
Music and the Brain
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“There is a strong
relationship between
musical perception and the
processing of language”
(Trollinger 2010)
Research shows that
singing helps in language
comprehension and
development.
Another recent study
shows studying music
increased visual / spacial
skills. (Flohr 2010)
http://www.google.com/imgres?imgurl=
As Educators
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Encouraging the
connection
between sung and
spoken language
helps children
connect the dots in
moving from chant
to matching pitch
and singing
melodies.
http://www.youtube.com/watch?v=mXX
zJEgPAmk
Introducing Music into the
Classroom
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“For a child, much as it should be for
an adult, to sing is to turn interests,
experiences, and feelings into a
personal musical expression.
Children have been known to sing
spontaneously, alone or together,
reflecting the activities of daily
living” (Zahner)
Activities
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Simple nursery rhymes or
fairy tales can be used.
Have the students make
sound effects for the seasons
such as turkeys gobbling and
ghosts moaning.
Play question and answer
games by singing a question
and having the student give
the answer on the same pitch.
Consider adding movement to
engage more areas of the
brain.
Add music to a poem or
reading.
http://picasaweb.google.com/lh/photo/h5D8mcZYuHEWP
GXboQCCqw
Warnings!
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A teacher who is not a trained
musician may pitch the songs too
high or low. Ask a music professional
to assist you.
Very young children (0-7) prefer to
sing in groups and may be very shy
about solo singing.
Always encourage regardless of the
skill level exhibited by the student.
“A common perception is
that musical talent is
a prerequisite for
singing. While a talent
for spelling makes it
easier to learn to spell
and a talent for
solving math problems
makes mathematics
easier, we don’t
excuse children from
spelling or math due
to lack of talent.
Children should learn
to sing the same way
by being taught how
and then practicing”
(Smith)
http://www.aikenstandard.com/Local/0901-eastaiken-boys--choir
Gender
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Gender has an impact when
you are introducing musical
activities.
Studies show gender
stereotyping may cause boys
to have a lack of interest.
In Western societies, there is
a pervading impression
singing is for girls.
This may appear as early as
first grade.
If music and the spoken
language are connected, this
would put boys at an
academic disadvantage.
http://newhopemusic.com/songs.h-m/heshall.htm
Peer Modeling
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A recent study done in
2005, shows peer
modeling can be very
successful in increasing the
interest of boys in musical
activities.
In this case, older boys
sang for and played games
with the younger boys.
It brought about a strong
kinship between the
younger and older boys.
A majority of the boys
exhibited an interest in
singing after the activity.
http://picasaweb.google.com/lh/photo/Meapa16W8MFpP74K_UlvA
Resources
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Solo Vocal Repertoire for Young Singers: An
Anotated Bibliography by Joan Frey Boytim
Teaching Kids To Sing by Kenneth Phillips
Music In Childhood by Campbel, Kassner &
Kassner
The Melody Book by Hackett
Suggested Reading
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Flohr, J. W. (2009). Best practices for young children’s music
education: guidance from brain research. General Music Today,
23, 13-19.
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Hall C. (2005). Gender and boy’s singing in early childhood.
British Journal of Music Education, 22, 5-20.
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Smith, J. (2006). Every child a singer: techniques for assisting
developing singers. Music Educators Journal, 93, 28-31.
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Trollinger, V. L. (2007). Pediatric vocal development and voice
science: implications for teaching singing. General Music Today,
20, 19-25.
Trollinger, V. L. (2010). The brain in singing and language. General
Music Today, 23, 20-23.