Developing the Singing Voice

2019 ◽  
pp. 213-222
Author(s):  
Rena Upitis
Keyword(s):  
Young Children ◽  
Direct Instruction ◽  
Original Work ◽  
Singing Voice ◽  
Pitch Matching ◽  
Classroom Activities ◽  
Individual Voice ◽  
Musical Context

This chapter discusses how young children can develop their singing voices as part of a community of singers and creative musicians. Teaching singing is approached both through direct instruction and through the compositions that children themselves create. Some of the techniques discussed involve pitch matching in a musical context, including solfège techniques and songs. The importance of voice regulation is also discussed, and several classroom activities involving chants and poetry are described, where children can both learn about voice regulation and create original work. The emphasis throughout is on singing with meaning and on the joys that can come with developing one’s individual voice in a community that sings.

The effect of focused instruction on young children’s singing accuracy

2017 ◽  
Vol 46 (4) ◽  
pp. 488-499 ◽  
Author(s):  
Steven Demorest ◽  
Bryan Nichols ◽  
Peter Q. Pfordresher
Keyword(s):  
Young Children ◽  
Skill Development ◽  
Music Instruction ◽  
Control School ◽  
Pitch Matching ◽  
Singing Accuracy ◽  
Early Grades ◽  
Music Specialist ◽  
Experimental Group ◽  
Development Proceeds

The purpose of this study was to test the effect of daily singing instruction on the singing accuracy of young children and whether accuracy differed across four singing tasks. In a pretest-posttest design over seven months we compared the singing accuracy of kindergarteners in a school receiving daily singing instruction from a music specialist to a control school receiving no curricular music instruction. All children completed four singing tasks at the beginning and end of the study: matching single pitches, matching intervals, matching short patterns, and singing a familiar song from memory. We found that both groups showed improvement on the pitch-matching tasks from pretest to posttest, but the experimental group demonstrated significantly more improvement. Performance on the familiar song task did not improve for either group. Students achieved the highest accuracy scores when matching intervals. Regular singing instruction seems to accelerate the development of accurate singing for young children, but the improvement was evident only in the pitch-matching tasks. It is possible that singing skill development proceeds from pitch-matching to the more difficult task of singing a song from memory. If so, this has implications for how we structure singing instruction in the early grades.

scholarly journals Can't you act like a man? : support in educational setting for children with non-mainstream sexual and gender identitites

2021 ◽  
Author(s):  
Brad Tapley
Keyword(s):  
Civil Rights ◽  
Young Children ◽  
Detrimental Effect ◽  
Research Process ◽  
Personal Story ◽  
Sexual Identities ◽  
Early Experiences ◽  
Full Participation ◽  
And Gender ◽  
Individual Voice

This study attempts to explore and restory the early experiences of a man who grew up with a non-mainstream sexual identity. Young children may be exploring non-mainstream gender and sexual identities. Resources should be in place to support these children, both at home and in school. By identifying gender and sex as constructs, heteronormative assumptions on appropriate behaviour are challenged and similarly deconstructed. Disempowerment is illuminated throughout this narrative and information provided by civil rights groups, school boards and prominent researchers are woven with the participant's thoughts, his early boards and prominent researchers are woven with the participant's thoughts, his early experiences and recommendations for the future. A narrative research design was used to develop my participant's personal story. Multiple methods of data collection were employed and individual voice was honoured. Full participation was encouraged whereby the participant made suggestions on how to improve the research process and the overall strength of his story. Additionally, as a teacher, the participant has shared his experiences and advice on including children with non-mainstream sexualities in the classroom. By exploring the narrativers of an adult who has experienced invisibility and marginality as a child, I hope to increase our understanding of the importance of supporting young children with non-mainstream sexual and gender identities and the detrimental effect that the lack of support can have upon young children's formation of identity.

scholarly journals Young children consider the expected utility of others’ learning to decide what to teach

2018 ◽  
Author(s):  
Sophie Elizabeth Colby Bridgers ◽  
Julian Jara-Ettinger ◽  
Hyowon Gweon
Keyword(s):  
Young Children ◽  
Computational Model ◽  
Direct Instruction ◽  
Expected Utility ◽  
Cultural Knowledge ◽  
Human Ability ◽  
Utility Information ◽  
High Utility ◽  
Utility Of Learning

Direct instruction facilitates learning without the costs of exploration, yet teachers must be selective because not everything can nor needs to be taught. How do we decide what to teach, and what to leave for learners to discover? Here we investigate the cognitive underpinnings of the human ability to prioritise what to teach. We present a computational model that decides what to teach by maximising the learner's expected utility of learning from instruction and from exploration, and show that children (age 5-7) make decisions that are consistent with the model's predictions (i.e., minimising the learner's costs and maximising the rewards). Children flexibly considered either the learner's utility or their own depending on the context and even considered costs they had not personally experienced to decide what to teach. These results suggest that utility-based reasoning may play an important role in curating cultural knowledge by supporting selective transmission of high-utility information.

scholarly journals Systematic Review of Interventions Designed to Teach Imitation to Young Children with Disabilities

2020 ◽  
Author(s):  
Jennifer R. Ledford
Keyword(s):  
Systematic Review ◽  
Young Children ◽  
Children With Disabilities ◽  
Positive Outcomes ◽  
Classroom Activities ◽  
Functional Relations ◽  
Young Children With Disabilities ◽  
Dependent Variables ◽  
Video Model

This systematic review was designed to characterize current intervention research for increasing imitation for young children with disabilities, who often demonstrate delayed imitative behavior. Embedded and massed trial interventions were identified, with embedded interventions occurring during classroom activities (classroom-based embedded trials, CBET) or play activities (play based embedded trials, PBET) and massed trial interventions occurring with in situ models (live model massed trials, LMMT) or video models (video-model massed trials, VMMT). Across intervention types, positive outcomes were more likely to occur when dependent variables were primary variables (i.e., not outcomes secondary to another dependent variable) and when they were context-bound (i.e., collected during intervention sessions). When only primary variables from high quality studies were considered, embedded trials (PBET, CBET) more often resulted in functional relations; however, this may be due to the fact that children in these studies had less pronounced imitation delays.

The effects of age, gender and language on children's singing competency

2006 ◽  
Vol 23 (2) ◽  
pp. 161-174 ◽  
Author(s):  
Esther Mang
Keyword(s):  
Singing Voice ◽  
Pitch Matching ◽  
English Speaking ◽  
Voice Development ◽  
Singing Performance

Literature on children's singing development is largely skewed towards findings based on English-speaking children. The present study aims to fill the gap in research through an investigation of the effects of age, gender and language on the singing competency of Cantonese-speaking children. One hundred and twenty children aged 7 and 9 years participated in the study. Sixty children were Cantonese monolinguals and 60 were English bilinguals. Each child performed individually a criterion song and two independent judges rated the recorded singing performance. Welch's model of Pitch-matching Development (2000) and Rutkowski's Singing Voice Development Measure (1998) were used to evaluate singing competency. Results suggest that melodic singing achievement and the ability to use a singing voice are moderately related singing behaviours. Evidence also suggests that gender and language but not age affects singing competency.

Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments

2020 ◽  
Vol 29 (3) ◽  
pp. 152-161
Author(s):  
Maryssa Kucskar Mitsch ◽  
Samantha Riggleman
Keyword(s):  
Special Education ◽  
Young Children ◽  
Direct Instruction ◽  
Developmentally Appropriate ◽  
Real Life ◽  
Discrete Trial Training ◽  
Discrete Trial ◽  
Instructional Focus ◽  
Naturalistic Interactions

With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.

Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft® PowerPoint™ Coupled With Direct Instruction

2009 ◽  
Vol 36 (5) ◽  
pp. 393-401 ◽  
Author(s):  
Howard P. Parette ◽  
Craig Blum ◽  
Nichole M. Boeckmann ◽  
Emily H. Watts
Keyword(s):  
At Risk ◽  
Word Recognition ◽  
Young Children ◽  
Direct Instruction
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