The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers

Research output: Contribution to conferenceAbstract

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Abstract

Research on the influence of teaching songs starting with melody and words or with the melody sang in neutral syllable, adding the words later, on children’s vocal performances has not been addressed in depth. Furthermore, research on vocal development has shown that singing is also affected by children’s ability to access their full voice (Rutkowski, 2015; Welch, 2006). However, even accessing all the voice registers, singing accuracy may be compromised due to a vocal-motor deficit. This study aims to determine (a) if children sing better depending on the teaching strategy, (b) if the inaccurate first pitches for both songs fall into the registers of the children’s Singing Voice Development Measure (SVDM) classification, and (c) if there is a relationship between the tonal dimension scores for both songs and SVDM classification. Forty-one kindergarten children attending a private school in an urban area participated in a two-phase study. Phase one occurred over a period of eight weeks in regular music sessions presenting a song A with melody and words and a song B with neutral syllable, adding the words after five sessions. Phase two consisted in individual singing of both songs with the teacher providing an auditory cue. Results showed significant differences between the mean of ratings on both songs (t(40)= 4.907; p < .001), better for song A. 53.4% of the inaccurate first pitches fell into the range measured by SVDM, with 17.2% of the children classified as singers. There was a positive and moderate correlation between the tonal dimension scores and SVDM classification (song A: r(41) = .528, p < .001; song B: r(41) = .549, p < .001). Results reveal that teaching songs with words seems to benefit kindergarten children’s vocal performance. Also, children can be more accurate if they sing in their usable voice register.
Original languageEnglish
Pages102
Publication statusPublished - Oct 2017
EventI Congreso Internacional de Psicología de la Música y la Interpretación Musical - Faculty of Psychology of UNED, Madrid, Spain
Duration: 5 Oct 20177 Oct 2017
Conference number: 1

Conference

ConferenceI Congreso Internacional de Psicología de la Música y la Interpretación Musical
Abbreviated titleCon Musica 2017
CountrySpain
CityMadrid
Period5/10/177/10/17

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Keywords

  • Children vocal performance
  • Singing Voice Development Measure
  • Song-teaching strategies
  • Vocal-motor deficit

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Pereira, A. I., & Rodrigues, H. (2017). The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers. 102. Abstract from I Congreso Internacional de Psicología de la Música y la Interpretación Musical, Madrid, Spain.
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abstract = "Research on the influence of teaching songs starting with melody and words or with the melody sang in neutral syllable, adding the words later, on children’s vocal performances has not been addressed in depth. Furthermore, research on vocal development has shown that singing is also affected by children’s ability to access their full voice (Rutkowski, 2015; Welch, 2006). However, even accessing all the voice registers, singing accuracy may be compromised due to a vocal-motor deficit. This study aims to determine (a) if children sing better depending on the teaching strategy, (b) if the inaccurate first pitches for both songs fall into the registers of the children’s Singing Voice Development Measure (SVDM) classification, and (c) if there is a relationship between the tonal dimension scores for both songs and SVDM classification. Forty-one kindergarten children attending a private school in an urban area participated in a two-phase study. Phase one occurred over a period of eight weeks in regular music sessions presenting a song A with melody and words and a song B with neutral syllable, adding the words after five sessions. Phase two consisted in individual singing of both songs with the teacher providing an auditory cue. Results showed significant differences between the mean of ratings on both songs (t(40)= 4.907; p < .001), better for song A. 53.4{\%} of the inaccurate first pitches fell into the range measured by SVDM, with 17.2{\%} of the children classified as singers. There was a positive and moderate correlation between the tonal dimension scores and SVDM classification (song A: r(41) = .528, p < .001; song B: r(41) = .549, p < .001). Results reveal that teaching songs with words seems to benefit kindergarten children’s vocal performance. Also, children can be more accurate if they sing in their usable voice register.",
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Pereira, AI & Rodrigues, H 2017, 'The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers' I Congreso Internacional de Psicología de la Música y la Interpretación Musical, Madrid, Spain, 5/10/17 - 7/10/17, pp. 102.

The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers. / Pereira, Ana Isabel; Rodrigues, Helena .

2017. 102 Abstract from I Congreso Internacional de Psicología de la Música y la Interpretación Musical, Madrid, Spain.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers

AU - Pereira, Ana Isabel

AU - Rodrigues, Helena

N1 - info:eu-repo/grantAgreement/FCT/5876/147237/PT# UID/EAT/00693/2013 PD/BD/114489/2016

PY - 2017/10

Y1 - 2017/10

N2 - Research on the influence of teaching songs starting with melody and words or with the melody sang in neutral syllable, adding the words later, on children’s vocal performances has not been addressed in depth. Furthermore, research on vocal development has shown that singing is also affected by children’s ability to access their full voice (Rutkowski, 2015; Welch, 2006). However, even accessing all the voice registers, singing accuracy may be compromised due to a vocal-motor deficit. This study aims to determine (a) if children sing better depending on the teaching strategy, (b) if the inaccurate first pitches for both songs fall into the registers of the children’s Singing Voice Development Measure (SVDM) classification, and (c) if there is a relationship between the tonal dimension scores for both songs and SVDM classification. Forty-one kindergarten children attending a private school in an urban area participated in a two-phase study. Phase one occurred over a period of eight weeks in regular music sessions presenting a song A with melody and words and a song B with neutral syllable, adding the words after five sessions. Phase two consisted in individual singing of both songs with the teacher providing an auditory cue. Results showed significant differences between the mean of ratings on both songs (t(40)= 4.907; p < .001), better for song A. 53.4% of the inaccurate first pitches fell into the range measured by SVDM, with 17.2% of the children classified as singers. There was a positive and moderate correlation between the tonal dimension scores and SVDM classification (song A: r(41) = .528, p < .001; song B: r(41) = .549, p < .001). Results reveal that teaching songs with words seems to benefit kindergarten children’s vocal performance. Also, children can be more accurate if they sing in their usable voice register.

AB - Research on the influence of teaching songs starting with melody and words or with the melody sang in neutral syllable, adding the words later, on children’s vocal performances has not been addressed in depth. Furthermore, research on vocal development has shown that singing is also affected by children’s ability to access their full voice (Rutkowski, 2015; Welch, 2006). However, even accessing all the voice registers, singing accuracy may be compromised due to a vocal-motor deficit. This study aims to determine (a) if children sing better depending on the teaching strategy, (b) if the inaccurate first pitches for both songs fall into the registers of the children’s Singing Voice Development Measure (SVDM) classification, and (c) if there is a relationship between the tonal dimension scores for both songs and SVDM classification. Forty-one kindergarten children attending a private school in an urban area participated in a two-phase study. Phase one occurred over a period of eight weeks in regular music sessions presenting a song A with melody and words and a song B with neutral syllable, adding the words after five sessions. Phase two consisted in individual singing of both songs with the teacher providing an auditory cue. Results showed significant differences between the mean of ratings on both songs (t(40)= 4.907; p < .001), better for song A. 53.4% of the inaccurate first pitches fell into the range measured by SVDM, with 17.2% of the children classified as singers. There was a positive and moderate correlation between the tonal dimension scores and SVDM classification (song A: r(41) = .528, p < .001; song B: r(41) = .549, p < .001). Results reveal that teaching songs with words seems to benefit kindergarten children’s vocal performance. Also, children can be more accurate if they sing in their usable voice register.

KW - Children vocal performance

KW - Singing Voice Development Measure

KW - Song-teaching strategies

KW - Vocal-motor deficit

M3 - Abstract

SP - 102

ER -

Pereira AI, Rodrigues H. The influence of two song-teaching strategies on vocal performance among kindergarten children and its relationship with their use of voice registers. 2017. Abstract from I Congreso Internacional de Psicología de la Música y la Interpretación Musical, Madrid, Spain.