Worksheet 4

1(a) Preschool and Kindergarten: ages four to five
Vocal Characteristics and Abilities:
Voices are small and light
Children are generally unable to sing in tune
Singing range is D-A for most: D-D for some
Children can sing play chants and easy tonal patterns
Song Interests:
“Jack and Jill”, “Little Jack Horner”, “Three little kittens who lost their mittens”
2(a) Early Primary: First and second grades (age six and seven)
Vocal Characteristics and Abilities:
Most voices and light and high: a few may be low.
Many children are still unable to sing in tune at age six
By age seven most will be able to sing at least short phrases in tune and will begin to sing alone.
Children can understand high and low pitches
Children can sustain a single pitch
Range expands from five to six consecutive pitches (D-B) to a full octave (D-D)
Song Interests:
Songs on animals, community, friends, action, pretending, folk games from around the world, and special occasions.
3(a) Intermediate: Third and fourth grades (ages eight to nine)
Vocal Characteristics and Abilities:
Most children can sing a song in tune
Girls voices continue to be very light and thin
Boys voices begin to develop the rich resonance of the mature boy soprano-alto voice.
Some have more control over expressive qualities of singing
Some children are capable of singing melodies or parts from music notation
Song Interests:
Songs on early America, the circus, planets, and people songs that express emotions.
4(a) Upper elementary: Fifth and sixth grades (ages ten to eleven)
Vocal Characteristics and Abilities:
Unchanged voices remain clear and light; boys voices become more resonant.
Some children show greater ability to sing in two and three parts.
Some children have a heightened rhythmic sense and respond to music with strong rhythms.
Many children tend to imitate the quality and style of pop singers.
Some children can read simple music notation.
Song Interests:
Children enjoy songs related to adventure, work, transcription, history, and feelings such as happiness, sadness, and love, as well as songs from other cultures and countries. Children enjoy folk songs from America, songs about places or events, and contemporary popular songs.
2.Teaching Techniques
• Creating an Environment for Singing Experiences
~this is ways that help children achieve readiness for singing
• Improving Posture
~The body is the instrument which means that it needs to be held at an upright position
• Teaching Good Breathing Habits to Support the Tone
~As students learn to “feel” the pitch, they will be better at “matching” the pitch
• Finding the Head Voice
~Is to strengthen the concepts of different voices
~Different voices can be used by saying chants
• Developing the Ability to Match Tones
~the ability to match tones is directly related to breathing, ear training, a relaxed jaw, and singing with energy
• Developing the Concepts of High and Low
~Showing pictures is a very easy example for students to understand
• Discovering Patterns
~All music has pattern by notes, rhythm, or even words in the song