Development of vocal performance in 5th grade children - A longitudinal study of choral class singing

Abstract

The primary aim of the study was to assess the effects of choral class singing on vocal performance in primary school children. In particular, changes of the singing voice in terms of voice range profiles (VRP) and dysphonia severity index (DSI) were measured over the period of one school year. A further aim was to compare the effects of choral singing and regular music curriculum. A total of 50 5th-graders were assigned to two groups. Tuition of the choral singing group (n = 32) entailed a focus on singing in class as well as weekly 30-minute-sessions of special vocal training in small groups. Children in the regular music tuition group (n = 18), which also included singing, were given extra playtime. VRP and DSI were measured individually at the beginning and end of the school year. The two groups did not differ at baseline. Significant increases in the dependent measures were detected a year later in choral singing children only. There were no significant changes of vocal development in those children receiving regular music tuition. This study suggests that special training in choral singing supports children’s vocal development. Singing education thus may have differential effects on vocal plasticity in post-lingual children.