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Alisha Reeve

MUSE 258
Citation
Teaching Kids to Sing
1992
Chapter 4: The Child and Adolescent Singer
Kenneth H. Phillips

Summary
Singing success starts in preschool
Characteristics of Vocal Development
o The Preschool Singer
Infants
Musical babble
Should be encourage and imitated back by caregivers
Approximation of singing
18 months to 3 years
o Tonal patterns and memory is developing
By age three can sing accurately with range of d1 to g1
Cannot always tell the difference between singing and
speaking voices
Should begin by teaching the upper register without
combination with the lower
Song literature
Short
Repetition of melodic and rhythmic patterns
Based on pentatonic and diatonic scales
Half steps allowable
The Elementary Singer
Singing voice should be used daily
Graham Welch
o Five stages from out of tune to in tune singing
o Singing as a developmental process
The singing Voice Development Measure
o Rutkowski
Pre-singers
Speaking-range singers
Uncertain singers
Initial-range singers
Singers
Experience unison singing
Learning to bring the head voice down to the chest
Should learn singing has no gender bias
Development peaks in 5-7
th
grades
o Attention to posture, breath, pitch accuracy,
resonance, diction, understanding of songs
The Adolescent Singer
Begins in 7
th
grade or at age 12
Must strive to maintain boys interest
Separate classes allow for attention based on gender
Song approach
o Generally disliked by most students
Get boys interest to likening sing to sports
Texts of songs must be interesting
The Changing Voice
o Male Voice Change
12 years old
Peaks in 8
th
grade
May including temporary cracking or huskiness to the voice
Vocal fold grow in length and thickness
10 millimeters
Voice break
Some never experience
o Generally become tenors
Quick and radical change
o Generally basses
o Six Contemporary Approaches to the Male Changing Voice
Royal School of Church Music
Unchanged sing only treble
Stop singing during change
Alto-Tenor Approach
Change is a gradual thing
Drops notes from the top when adding to the bottom
The Cambiata Approach
Most accepted
Four types of voices
o Unchanged
o Early change, cambiata
7
th
grade
o Late change, baritone
o Changed, Basses
90% of boys follow this pattern
The Contemporary Eclectic Approach
Three categories
o Midvoice I
o Midvoice II
o Midvoice IIA
Doesnt work well because no music is written for this
voice parts
The Baritone-Bass Approach
Voice drops one octave for 30-40%
Basses are common in junior high
Have blank spots around middle C
7
th
grade boys are still trebles
8
th
grade, first change
Bass-clef chorus of these three parts
Voice Pivoting Approach
Changing voice sing a mixture of parts that is most
comfortable to them
Four voice parts
o First tenor
o Second tenor
o Baritone
o Bass
o Female Voice Change
Ten or eleven years old
Folds grow laterally and thicken slightly
3 to 4 millimeters
Accompanied by huskiness or unsteadiness of the voice
Mutational chink
Triangular gap between folds that breath escapes
through
Many girls sing alto
Believe they can only sing that part if they dont
exercise their upper range
3 stages of development
I. Prepubertal: Ages 8-10
IIA. Pubescence/Pre-Menarcheal: Ages 11-12
IIB. Puberty/Post-Menarcheal: Ages 13-14
III. Young Adult Female/ Post Menarcheal: Ages 14-15


Reflection
As an educator it is important to be knowledgeable about different ages and
their learning capabilities. It is also good to know when they begin to synthesize
music learning. Know how students physical changes affect not only their voices but
also their attitudes towards music will be helpful when planning lessons and
choosing repertoire. If I cannot tell what stage a boy might be in the change then I
have no hope of choosing music that will fit his voice and will loose his voice. I need
to also be aware that girls voices change slightly and that all girls need to exercise
their high register.

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