A Longitudinal Study of Elementary Children's Acquisition of Their Singing Voices

Rutkowski, Joanne; Miller, Martha Snell

doi:10.1177/87551233020220010901

Cited by 17 publications

(11 citation statements)

References 18 publications

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“…Importantly, it should be noted that, for both groups, children’s average SVDM scores, which are indicative of children’s use of the singing voice or vocal range ( Rutkowski, 1998 , 2015 ), were around 3, the Limited range singer level in the SVDM classification. This is consistent with previously reported results ( Levinowitz et al, 1998 ; Rutkowski and Miller, 2003 ; Ilari and Habibi, 2015 ).…”

Section: Discussionsupporting

confidence: 94%

“…SVDM makes use of a 9-point-scale to describe how children’s singing develops from the (1) “pre singer” to the (5) “singer” stage, with 7 sub-stages in between ( Rutkowski, 1998 ). SVDM is a robust measure of the singing voice across development with reported inter-rater reliability rates of.80 and beyond across many studies ( Levinowitz et al, 1998 ; Rutkowski, 1998 ; Rutkowski and Miller, 2003 ). In addition, SVDM can be used to assess children’s singing of sound patterns and intact songs ( Ilari and Habibi, 2015 ), which is consistent with the pitch-matching tasks found in component 6 from the ATBSS.…”

Section: Discussionmentioning

confidence: 99%

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The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

et al. 2016

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Developmental research in music has typically centered on the study of single musical skills (e.g., singing, listening) and has been conducted with middle class children who learn music in schools and conservatories. Information on the musical development of children from different social strata, who are enrolled in community-based music programs, remains elusive. This study examined the development of musical skills in underprivileged children who were attending an El Sistema-inspired program in Los Angeles. We investigated how children, predominantly of Latino ethnicity, developed musically with respect to the following musical skills – pitch and rhythmic discrimination, pitch matching, singing a song from memory, and rhythmic entrainment – over the course of 1 year. Results suggested that participation in an El Sistema-inspired program affects children’s musical development in distinct ways; with pitch perception and production skills developing faster than rhythmic skills. Furthermore, children from the same ethnic and social background, who did not participate in the El Sistema-inspired music program, showed a decline in singing and pitch discrimination skills over the course of 1 year. Taken together, these results are consistent with the idea of musical development as a complex, spiraling and recursive process that is influenced by several factors including type of musical training. Implications for future research are outlined.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

et al. 2016

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“…Because the majority of students in this sample recall learning the national anthem in the elementary years, first, we suggest a follow-up study using students at the upper end of this age group to allow for the child voice to mature and settle (Guerrini, 2006;Levinowitz et al, 1998;Rutkowski & Miller, 2003). Second, to probe the connection between the anthem and national identity, we suggest a study designed for both elementary and secondary school students where participants are asked to describe the meanings they ascribe to the national anthem.…”

Section: Discussionmentioning

confidence: 99%

Patriotism, nationalism, and national identity in music education: ‘O Canada,’ how well do we know thee?

Kennedy

Guerrini

2012

International Journal of Music Education

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The purpose of the study was to determine Canadian secondary school choral students' skill in singing the national anthem. The sample (N = 275) consisted of students from 12 schools, representing six provinces in Canada. Students were audio taped singing 'O Canada' in English, French, or in a combination of both languages and subsequently completed a questionnaire. Results indicated that few students could sing the national anthem perfectly. Although students were significantly more accurate in remembering the lyrics than in singing the melody (p < .0001), only 67% were judged proficient in lyrics whereas a mere 46% were judged proficient in melody. Possible reasons for these poor results include the frequency with which students sing the anthem in secondary schools, the fact that three-quarters named a classroom teacher in the early/elementary years as being the one responsible for teaching them the anthem, the shift to solo versus group singing in public events, and the inconsistency with which music education is delivered in elementary schools. Implications for practice indicate that more emphasis be placed on assisting choir members to sing the anthem accurately, more opportunities be provided in secondary schools for students to sing the anthem, and more curricular attention be placed on teaching students both English and French versions.

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“…For instance, when individuals play musical pieces or perform songs technically perfect but in an inaccurate pitch, they could be evaluated poorly, even though the performance may be quite good [ 10 , 13 ]. In contrast, music performance assessments are often based on very time-consuming approaches [ 14 ] with rating scales based on certain criteria chosen by experts in the field [ 15 , 16 , 17 , 18 , 19 ]. These rating scales may be used in flexible ways and can therefore be adapted according to specific rating criteria [ 11 ], which has also the advantage that longer sequences can be assessed [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Musical Performance in Adolescents with ADHD, ADD and Dyslexia—Behavioral and Neurophysiological Aspects

et al. 2022

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Research has shown that dyslexia and attention deficit (hyperactivity) disorder (AD(H)D) are characterized by specific neuroanatomical and neurofunctional differences in the auditory cortex. These neurofunctional characteristics in children with ADHD, ADD and dyslexia are linked to distinct differences in music perception. Group-specific differences in the musical performance of patients with ADHD, ADD and dyslexia have not been investigated in detail so far. We investigated the musical performance and neurophysiological correlates of 21 adolescents with dyslexia, 19 with ADHD, 28 with ADD and 28 age-matched, unaffected controls using a music performance assessment scale and magnetoencephalography (MEG). Musical experts independently assessed pitch and rhythmic accuracy, intonation, improvisation skills and musical expression. Compared to dyslexic adolescents, controls as well as adolescents with ADHD and ADD performed better in rhythmic reproduction, rhythmic improvisation and musical expression. Controls were significantly better in rhythmic reproduction than adolescents with ADD and scored higher in rhythmic and pitch improvisation than adolescents with ADHD. Adolescents with ADD and controls scored better in pitch reproduction than dyslexic adolescents. In pitch improvisation, the ADD group performed better than the ADHD group, and controls scored better than dyslexic adolescents. Discriminant analysis revealed that rhythmic improvisation and musical expression discriminate the dyslexic group from controls and adolescents with ADHD and ADD. A second discriminant analysis based on MEG variables showed that absolute P1 latency asynchrony |R-L| distinguishes the control group from the disorder groups best, while P1 and N1 latencies averaged across hemispheres separate the control, ADD and ADHD groups from the dyslexic group. Furthermore, rhythmic improvisation was negatively correlated with auditory-evoked P1 and N1 latencies, pointing in the following direction: the earlier the P1 and N1 latencies (mean), the better the rhythmic improvisation. These findings provide novel insight into the differences between music processing and performance in adolescents with and without neurodevelopmental disorders. A better understanding of these differences may help to develop tailored preventions or therapeutic interventions.

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A Longitudinal Study of Elementary Children's Acquisition of Their Singing Voices

Cited by 17 publications

References 18 publications

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

The Development of Musical Skills of Underprivileged Children Over the Course of 1 Year: A Study in the Context of an El Sistema-Inspired Program

Patriotism, nationalism, and national identity in music education: ‘O Canada,’ how well do we know thee?

Musical Performance in Adolescents with ADHD, ADD and Dyslexia—Behavioral and Neurophysiological Aspects

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