A Music Learning Theory for Newborn and Young Children: 2013 Edition by Edwin E. Gordon

Author:Edwin E. Gordon
Language: eng
Format: epub
Publisher: GIA Publications
Published: 2013-07-14T16:00:00+00:00

Singing Voice

There is a difference between a speaking voice and singing voice, regardless of chronological age. Although range relates to that difference, more important is quality of voice. Because vocal folds are thicker for speaking than singing, a speaking voice sounds somewhat heavier than a singing voice. In speech, vocal folds are stretched very little, and the larger mass vibrates more slowly. If a pitch rises beyond customary speaking range without quality change, the voice will sound forced and strained. In singing voice quality, sound is lighter, because vocal folds are thinner, more flexible, and vibrate more quickly for higher pitches. Lower pitches are softer when sung in singing voice quality.

The best way to help young children discover a singing voice is to sing for them. Just as children model adults and children using a speaking voice, they model adults and children using a singing voice. Children need the same amount of time to learn to use their singing voice as it takes to learn to use their speaking voice. Should modeling not be adequate, a child may be told to yell the word hung, and then, while still yelling, but more softly, quickly change hung to bum. That way a child might experience the physical difference in feel of two voices. Pitches children sing are irrelevant for developing a singing voice and, thus, single pitch matching is not recommended. Nevertheless, adults imitate pitches children sing before guiding them in imitating pitches others sing. By learning to imitate tonal patterns, children learn to sing appropriate pitches, but good intonation is established after children find their singing voice. Singing and singing in tune are different matters.

Ranges of the speaking voice and underdeveloped singing voice overlap. In time, children’s singing voice develop a range of approximately A below middle C to A above middle C whereas the initial singing voice extends from D above middle C to A above middle C. Thus, some children may think they are singing when in fact speaking at top range of their speaking voice. Whether a child is actually singing or speaking can be determined by voice quality, regardless of how high the voice may be pitched. Until children learn to use their singing voice, they will not develop necessary skill to benefit from higher stages of preparatory audiation.

Tonal patterns in the imitation type of preparatory audiation are sung in children’s initial singing range, which is identical to the initial audiation range. Some dominant patterns in both major tonality and harmonic minor tonality in the recommended keyality of D might need to exceed that range, but usually not by more than a half or whole step. Keyalities, and, of course, tonalities in which each pattern is sung remain constant from day to day as well as during the same day.

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