Overview:
An important and significant portion of elementary education includes the singing of songs. Singing provides the opportunity for students to engage in musical activities and to participate in a personally fulfilling form of self-expression.
Objectives:
Students will be able to:
- Identify the strategies for teaching a song to young students.
- Describe the strategies and rationale for each.
- Identify and model best practices for teaching a song.
- Examine best practices for using a song accompaniment.
- Identify the elements used to evaluate and select age-appropriate song literature.
- Identify ways in which technology can assist in teaching a song to students.
- Evaluate and analyze a song being taught based on standards identified in the text.
Introduction
Each culture has songs and chants for young children that are engaging and enjoyable to sing. While a song may be published in a text or series, it is important for the teacher to be able to determine whether the music is appropriate for the specific age and capabilities of the students. Any song selected for the classroom should be worth learning, worth teaching, and musically valid. When selecting songs for younger students to sing, teachers should take into consideration several elements. These elements include the range, rhythm, melody, length, text, and subject matter of the song.
Range
The octave from middle C to the C above middle C is the best range for the young child. The best range for students in pre-school through first grade is a grouping of five notes, from D above middle C upward to A on the piano keyboard. As a general principle, the range should expand upward for each grade. When selecting vocal material for elementary students, it is equally important to evaluate the tessitura to determine that most of the notes are within an appropriate range for the student.
Rhythm
The teacher must also consider the rhythmic difficulty in selecting vocal literature. The rhythmic complexity should correspond with the age-appropriate introduction of rhythmic elements. For example, through the first grade, songs with quarter notes and eighth notes and their corresponding rests should dominate the repertoire.
Melody
Is the melody conjunct or disjunct? Songs with notes moving in a conjunct, stepwise manner are easier for the younger student than songs with frequent leaps of wide intervals.
Length
A general principle to follow is that the younger the student, the shorter the song.
Text and Subject Matter
Students should be able to read or, for the pre-reading students, understand the text of the song. Additionally, the subject matter should be of interest to the students. The world is small for the younger student. Through first grade, students enjoy songs about everyday tasks, family, animals, and familiar things. As students grow, their world expands to include interest in emotions, foreign lands, and languages.
Song Selection Checklist
This song selection checklist may help evaluate and select an appropriate repertoire for students.
Song Selection Checklist