The Effect of Male Falsetto on the Pitch-Matching Accuracy of Uncertain Boy Singers, Grades K-8

Yarbrough, Cornelia; Morrison, Steven J.; Karrick, Brant; Dunn, D E

doi:10.1177/875512339501400102

Cited by 15 publications

(15 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Contrastingly, Mann (2008) showed that verbal instructions/imagery were less effective, producing significantly different results than vocal modeling. Several studies reported that vocal modeling was influential upon children’s singing accuracy, for children demonstrated greater accuracy in singing with a child model (Green, 1990) or a female model than a male (Yarbrough, Green, Benson, & Bowers, 1991; Yarbrough, Morrison, Karrick, & Dunn, 1995). Modeling in head voice through vocal exercises and songs with higher pitch ranges also showed greater accuracy (McGraw, 1996) in children’s singing.…”

Section: Review Of Literaturementioning

confidence: 99%

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

Hedden

2019

International Journal of Music Education

View full text Add to dashboard Cite

The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data from informants ( N =18) consisted of interviews ( n = 12) and observations in their classrooms ( n = 22) and concerts ( n =7) in an urban area in a city in Lithuania. The conceptual framework underpinning the study was supported by the data, relating to their beliefs and behaviors about their knowledge and skill in teaching, their use of a variety of teaching strategies, and their use of highly sequenced literature. Of most importance was that they emphatically lived their beliefs in order to achieve success with children’s singing. Implications are offered that relate to music teacher preparation.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

Hedden

2019

International Journal of Music Education

View full text Add to dashboard Cite

show abstract

“…Two studies reported that students were more adept echoing a male falsetto voice than a male timbre (Price et al, 1994;Yarbrough, Morrison, Karrick, and Dunn, 1995), demonstrating that male teachers must choose in what octave they sing to best help their students. Otherwise, teachers have few choices: they can use their own voice, use their students as models for one another, or use a common instrument like the piano, knowing that these will affect singing measures.…”

mentioning

confidence: 99%

Task-Based Variability in Children’s Singing Accuracy

Nichols

2016

Journal of Research in Music Education

View full text Add to dashboard Cite

Task-based Variability in Children's Singing Accuracy Bryan E. Nichols Chair of the Supervisory Committee:Professor Steven M. Demorest School of MusicThe purpose of this study was to explore task-based variability in children's singing accuracy performance. The research questions were:1. Does children's singing accuracy vary based on the nature of the singing assessment employed?2. Is there a hierarchy of difficulty and discrimination ability among singing assessment tasks?3. What is the interrelationship among different tasks and how few tasks might be employed in a comprehensive measure of accurate singing?A 2 X 4 factorial design was used to examine the performance of 4 th grade children (n = 120) in both solo and doubled response conditions. Every child sang four task types:solo pitch, interval, pattern, and the song Jingle Bells. To account for the effect of tonal memory, test items in all tasks were presented in four total pitches by an adult female vocal model. Each task type contained five items, and the fifth item replicated the first to provide a measure of stability. Scoring was done by the researcher and one other judge with high reliability. Pitch matching was scored dichotomously and song singing was scored using an eight-point scale. Data were transformed to a 0-1 scale to express difficulty and discrimination indices. !The results indicated that there was significant task-based variability in children's singing accuracy. Difficulty levels varied by task type, with patterns and songs indicating lower performance than single pitches and intervals. Performance was significantly higher for all tasks in the doubled condition than in the solo condition, and a significant interaction indicated task-based performance varied by response mode.Students who indicated a history of private lessons (n = 54) evidenced significantly higher performance than those without. !An exploratory factor analysis demonstrated that all tasks load onto one factor.Internal reliability was satisfactory, and the results suggest that a minimum of three items can be included in each task in future research for a reliability coefficient of .75, or a minimum of four items for a coefficient greater than .80. These singing tasks were significantly inter-correlated, and the easiest item was also lowest in range. Vocal scooping and its implications for singing accuracy assessment were discussed. !The three main findings were that doubled singing was more accurate than solo singing, summative assessment should include as many task types as is feasible, and within-and between-student performance should be compared using the same task type. Future research should explore variables affecting differing variability between lower-and higher-performing singers. Additionally, there is a relationship between history of private lessons and singing accuracy, and motivation and general musical experience should be explored as mediating or moderating variables so that teachers can best encourage student development. Last, it remains possible ...

show abstract

“…Male teachers must carefully choose in what octave they sing to best help their students (Price et al, 1994; Yarbrough, Morrison, Karrick, & Dunn, 1995). Otherwise, teachers have few choices: They can use their own voice, use their students as models for one another, or use a common instrument like the piano, knowing that these choices may affect singing measures.…”

Section: Presentation Variablesmentioning

confidence: 99%

Critical Variables in Singing Accuracy Test Construction

Nichols

2016

Update: Applications of Research in Music Education

View full text Add to dashboard Cite

The purpose of this review of literature was to identify research findings for designing assessments in singing accuracy. The aim was to specify the test construction variables that directly affect test performance to guide future design in singing accuracy assessment for research and classroom uses. Three pitch-matching tasks-single pitch, interval pitch, and patterns-plus song-singing have each been shown to be discriminators of singing accuracy. Teachers and researchers should consider incorporating more than one task type when assessing children, since performance on one song or pitch-matching task cannot easily be generalized to others. Item-level and task-level difficulty must be taken into consideration when designing singing tests. In addition to task type, the variables of singing voice development, contextual presentation, model characteristics, range, and text must be a part of a priori decision making.

show abstract

The Effect of Male Falsetto on the Pitch-Matching Accuracy of Uncertain Boy Singers, Grades K-8

Cited by 15 publications

References 11 publications

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

Task-Based Variability in Children’s Singing Accuracy

Critical Variables in Singing Accuracy Test Construction

Contact Info

Product

Resources

About