1. TEACHING CHILDREN TO SING Adding Song To The Classroom With Confidence

2. Music is in our very nature From the very beginning, all children Have the urge to: dance clap And sing! www.realsimple.com www.thousandyone.com www.wn.com

3. It is important, then, for young children to have the occasion to express themselves through song. (Richards, 1991, p. 6) CHILD’S VOCAL MECHANISM CHILD’S VOCAL MECHANISM APPROPRIATE REPERTOIRE APPROPRIATE REPERTOIRE MUSIC & THE BRAIN MUSIC & THE BRAIN GENDER GENDER RESOURCES RESOURCES

4. VOCAL MECHANISM The child’s vocal mechanism is dissimilar from the adults. The child’s vocal mechanism is dissimilar from the adults. The vocal mechanism is made of several layers. The vocal mechanism is made of several layers. In very small children these layers are not found. In very small children these layers are not found. Layers are needed in order for the mechanism to vibrate. Layers are needed in order for the mechanism to vibrate. Ishii, 2000, 1063

5. VERY YOUNG 0-5 Very young children, ages 0-5, sing in their speaking range. Very young children, ages 0-5, sing in their speaking range. It is often more like a chant. It is often more like a chant. The range that is available to them is very limited. The range that is available to them is very limited. The vocal mechanism also has limited movement. The vocal mechanism also has limited movement. http://www.youtu be.com/watch?v= _I753Xo_6u4

6. AGES 6-8 The voices of children 6-8 still have unidentifiable vocal layers. The voices of children 6-8 still have unidentifiable vocal layers. Their voices will be lighter and higher than adult voices. Their voices will be lighter and higher than adult voices. They will not have vibrato like an adult. They will not have vibrato like an adult. They will also have no differentiation between what we call head and chest voice. They will also have no differentiation between what we call head and chest voice. http://www.youtube.com/watch?v=EP5hghdY8w4&feature=related

7. Ages 8-10 Vocal layers have begun to form and will continue through puberty. Vocal layers have begun to form and will continue through puberty. The child can now sustain the upper voice. The child can now sustain the upper voice. As it seems comfortable, notes can be added to the range. 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. 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. This damage can come from shouting or trying to sing too loudly. http://www.youtube.com/ watch?v=gk0ZgrQUsAQ

8. AS EDUCATORS… 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. 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. 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) 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

9. APPROPRIATE REPERTOIRE 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. 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. 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. Avoid using recorded accompaniments that cause the children to sing over electric guitars, drums and other loud instruments. Simple piano accompaniments are best. Simple piano accompaniments are best.

10. Appropriate music for 0-5 http://courses.washington.edu/matlab1/homework/homew ork_5.html

11. Appropriate Music for 6-8 http://www.freewebs.com/eaterjolly/studysongs.ht m

12. Appropriate Music for 8-10 http://www.mamalisa.com/?t=em&p=2223&c=23

13. Music and the Brain “There is a strong relationship between musical perception and the processing of language” (Trollinger 2010) “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. Research shows that singing helps in language comprehension and development. Another recent study shows studying music increased visual / spacial skills. (Flohr 2010) Another recent study shows studying music increased visual / spacial skills. (Flohr 2010) http://www.google.com/imgres?imgurl=

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

15. Introducing Music into the Classroom “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) “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)

16. Activities Simple nursery rhymes or fairy tales can be used. 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. 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. 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. Consider adding movement to engage more areas of the brain. Add music to a poem or reading. Add music to a poem or reading. http://picasaweb.google.com/lh/photo/h5D8mcZYuHEWP GXboQCCqw

17. Warnings! A teacher who is not a trained musician may pitch the songs too high or low. Ask a music professional to assist you. 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. 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. Always encourage regardless of the skill level exhibited by the student.

18. “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-east- aiken-boys--choir

19. Gender Gender has an impact when you are introducing musical activities. Gender has an impact when you are introducing musical activities. Studies show gender stereotyping may cause boys to have a lack of interest. 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. In Western societies, there is a pervading impression singing is for girls. This may appear as early as first grade. This may appear as early as first grade. If music and the spoken language are connected, this would put boys at an academic disadvantage. If music and the spoken language are connected, this would put boys at an academic disadvantage. http://newhopemusic.com/songs.h-m/heshall.htm

20. Peer Modeling A recent study done in 2005, shows peer modeling can be very successful in increasing the interest of boys in musical activities. 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. 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. 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. A majority of the boys exhibited an interest in singing after the activity. http://picasaweb.google.com/lh/photo/- Meapa16W8MFpP74K_UlvA

21. Resources Solo Vocal Repertoire for Young Singers: An Anotated Bibliography by Joan Frey Boytim Solo Vocal Repertoire for Young Singers: An Anotated Bibliography by Joan Frey Boytim Teaching Kids To Sing by Kenneth Phillips Teaching Kids To Sing by Kenneth Phillips Music In Childhood by Campbel, Kassner & Kassner Music In Childhood by Campbel, Kassner & Kassner The Melody Book by Hackett The Melody Book by Hackett

22. Flohr, J. W. (2009). Best practices for young children’s music education: guidance from brain research. General Music Today, 23, 13-19. Flohr, J. W. (2009). Best practices for young children’s music education: guidance from brain research. General Music Today, 23, 13-19. Hall C. (2005). Gender and boy’s singing in early childhood. British Journal of Music Education, 22, 5-20. Hall C. (2005). Gender and boy’s singing in early childhood. British Journal of Music Education, 22, 5-20. Smith, J. (2006). Every child a singer: techniques for assisting developing singers. Music Educators Journal, 93, 28-31. Smith, J. (2006). Every child a singer: techniques for assisting developing singers. Music Educators Journal, 93, 28-31. Trollinger, V. L. (2007). Pediatric vocal development and voice science: implications for teaching singing. General Music Today, 20, 19-25. 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. Trollinger, V. L. (2010). The brain in singing and language. General Music Today, 23, 20-23. Suggested Reading