1/24/19

Dr. Rachel Whitcomb

Associate Professor of Music Education

◦ “All children can learn to sing.”

(Dr. Joanne Rutkowski, Professor Emeritus, Penn State
University)

◦ “Every child’s musical ability is capable of

development…The teacher – even if it is
difficult – should begin the song on an
appropriately high pitch.”
(Forrai/Sinor, Music in Preschool, p. 44)

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! What are Dr. Rutkowski’s recommendations for

teaching young children to develop their singing
voices?

! What ideas from this video will be incorporated

into your future teaching demonstrations?

https://www.youtube.com/watch?v=imwWKQxXofE

! The teacher should model proper singing in

every class. A light, high voice without vibrato
should be used.

! Accompaniment should be used sparingly so

children can hear the vocal model.

! Children will imitate the vocal model and

need repeated attempts for success.

! Develop your singing voice now!

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! Men can use their own register, but should be

ready to pop up to falsetto when necessary to
model in children’s register.

! Sing for the children rather than with the

children.

! Children who have found their singing voices

can serve as models to others when provided
opportunities to sing individually.

! 3 year olds sing best from D to B

! 5 year olds sing best from C to C

! 6-8 year olds sing best from C to high D

! Songs chosen to develop the singing voice

should have a limited range to allow for success

! Not all songs in early childhood are chosen for

children to sing accurately – other goals exist!

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! Differentiation of voices (speaking, singing,

whispering, shouting)

! Rhymes with exaggerated vocal inflection

(high and low)

! Activities that combine speaking and singing

! Echo-singing short tonal patterns using

words or neutral syllables

! Descending triads work well

! Sing tonal patterns that have been extracted from

song literature

! Echo-singing longer phrases

! Singing patterns and songs alone and with others

! Games designed for individual singing disguised

with fun!

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! Children may have difficulty singing because

they:
◦ have not had the opportunity to hear proper singing
from others.
◦ have not had practice in their short lives!
◦ have not heard their own singing voice alone.
◦ are not developmentally ready to change the sound
of their voice to match what they hear.
◦ are shy or nervous about singing in front of others.

! Repetition of patterns, songs, and activities

! Good posture

! Physical representation of sounds (hand goes

up when sound is high, etc.)

! Honest (and caring) explanations of

differences in voices

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! Teacher imitation of what the child sang

! Teacher modeling in closer proximity to the

student

! Repetition of patterns slightly lower, then

gradually higher

! Praise for all accomplishments (avoid

dishonesty)

! Patience

! Kindness

! Providing a welcoming environment

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! “I heard you use your speaking voice. Try it using

your singing voice this time.”

! “Hooray! Julie found her singing voice!”

! “Did your voice sound like my voice?”

! “I heard (imitate the child). Please try (sing original

pitches/pattern)?

! “Sit up in a good singing position.” or “Sit up tall.”

! ”Use your lighter voice.”

! “Thank you for giving it a try today, Johnny.”

! To the group: “Boys and girls, some of us are using

our shouting voices, but what voices should we use
in this song?”

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! Pitch Exploration Pathways/Stories (Feierabend)

! Snowy the Owl

◦ Group and individual echoing of high “whooo” intervals
and greetings “hello snowy” (minor third or descending
triad)

! Puppet animal singing conversations

◦ Teacher’s puppet sings questions and child’s puppet
sings answers

! Five Little Ducks (inflection, speaking,

whispering)

! Mr. Wiggle and Mr. Waggle

! Card/Shape/Letter/Number Game
◦ Children have individual cards/shapes/letters/numbers
◦ Teacher sings, “Who has the purple circle?”
◦ Student sings, “I have the purple circle.”
◦ Allows teacher to listen to individual voices

! How to Speak Moo

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! Consider each activity listed on the previous

slides and those demonstrated in class.

◦ What were the goals/objectives of each activity

related to singing? Why did I choose each activity?

◦ What strategies were used that assisted in vocal

development?

◦ What would next week’s lesson look like?