Graham Welch
UCL Institute of Education, Arts and Humanities, Faculty Member
- Professor Graham Welch PhD holds the UCL Institute of Education (formerly University of London) Established Chair of ... moreProfessor Graham Welch PhD holds the UCL Institute of Education (formerly University of London) Established Chair of Music Education since 2001. He is a Past President of the International Society for Music Education (ISME) (2008-2014) and elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE). He holds Visiting Professorships at universities in the UK and overseas, and is a former member of the UK Arts and Humanities Research Council (AHRC) Review College for Music (2007-2015). Publications number approximately three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are primarily in English, but also appear in Spanish, Portuguese, Italian, Swedish, Greek, Japanese and Chinese. New publications in 2017-2018 will include an updated Oxford Handbook of Music Education (five volumes) and the Oxford Handbook of Singing. He has been Chair of the Paul Hamlyn Foundation National Working Group on music education in England (http://www.inspire-music.org) from 2015.edit
A special international conference was held at the University of Surrey, Roehampton, as event five in the British Education Research Association's (B.E.R.A.) national events programme for 1999. These special events were initiated by... more
A special international conference was held at the University of Surrey, Roehampton, as event five in the British Education Research Association's (B.E.R.A.) national events programme for 1999. These special events were initiated by B.E.R.A. as part of the strategy to increase the national profile of educational research, particularly at a time when the Teacher Training Association was calling for teaching to become a "researchand-evidence-based profession". The conference theme was given full support by S.R.P.M.M.E. and was hosted by Roehampton's Centre for Advanced Studies in Music Education (A.S.M.E.).
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Research Interests: Psychology and Perception
This article describes the design and implementation of a survey instrument specifically developed for 6–17-year-old Australian choral singers to access and measure participants’ perceptions of their self-esteem, self-efficacy, musical... more
This article describes the design and implementation of a survey instrument specifically developed for 6–17-year-old Australian choral singers to access and measure participants’ perceptions of their self-esteem, self-efficacy, musical identity and social engagement as outcomes of participation in a high-quality choral ensemble. After reviewing existing music surveys and identifying their strengths, complementarities, differences and potential weaknesses, we adapted established surveys from psychology and social science literature to the choral music setting. An initial draft survey was trialled with higher education choristers and refined prior to implementation in six young choirs that were noted for their high-quality performance. Data from 202 surveys were analysed using confirmatory factor analysis and this resulted in a four-factor model. The validated survey was implemented twice over a six-month period with 61 choristers drawn from three choirs. Results showed that social an...
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O objetivo da presente pesquisa foi investigar a natureza do feedback quando um sistema de tecnologia digital foi aplicado em aulas de piano com três duplas de professores e alunos no ensino superior no Brasil. Os dados foram coletados... more
O objetivo da presente pesquisa foi investigar a natureza do feedback quando um sistema de tecnologia digital foi aplicado em aulas de piano com três duplas de professores e alunos no ensino superior no Brasil. Os dados foram coletados por meio de observações de aulas registradas em vídeo, entrevistas com os participantes e também dados relacionados ao uso de uma tecnologia específica. Uma análise temática dos dados resultantes sugere que os participantes usaram feedback verbal e feedback não verbal em três áreas de foco da aula: música (partitura), performance (por exemplo, dinâmica, articulação) e tecnologia (parâmetros de Musical Instrument Digital Interface [MIDI]). A aplicação da tecnologia permitiu que o foco da aula ficasse mais claro, tornando os alunos mais conscientes de suas performances e de seus processos de aprendizagem. Os dados sugerem que o engajamento com a tecnologia variou nos três casos observados. O uso do feedback mediado pela tecnologia parece ter benefícios;...
Research Interests: Piano and Humanities
Peg tapping tasks are commonly used as a measure of inhibitory skill in young children. However, differences in the way the task is presented may influence children’s performance. For example, if a peg tapping task is presented at regular... more
Peg tapping tasks are commonly used as a measure of inhibitory skill in young children. However, differences in the way the task is presented may influence children’s performance. For example, if a peg tapping task is presented at regular intervals, children can entrain to the presentation pulse, which may in turn support their performance. This study assessed how speed and regularity of presentation may support or impair children’s responses. An experimenter was filmed delivering the tapping task at two different speeds (120 bpm/3,000 ms per trial and 150 bpm/2,400 ms per trial). Additionally, they were filmed delivering the task at regular intervals (i.e., the onset of each trial was predictable), or at irregular intervals (the onset of each trial was unpredictable). N = 103 children aged between 5 and 6 years old were tested on the task. They completed one block with 20 regular interval trials and another block with 20 irregular interval trials. Block presentation order was rando...
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Music early learning programs (MELPs) that provide music services to parents and carers of children aged birth through 8 years are proliferating. Parents make significant financial and social investments in MELPs, yet little is known of... more
Music early learning programs (MELPs) that provide music services to parents and carers of children aged birth through 8 years are proliferating. Parents make significant financial and social investments in MELPs, yet little is known of their motivations and aspirations nor of the enduring outcomes of participation. This article reports the findings of an interview study with 10 parents, 1 grandparent, and 8 child former participants in a MELP program in regional Australia that investigated perceptions of MELP participation. Findings indicate that parents come from a range of musical backgrounds. Reasons and aspirations for MELP enrolment encompass developing both parents’ and children’s musical skills, providing social benefits for parent and child, exposure to musical experience, value-adding to their child’s education and expanding the family social circle. Enduring outcomes include developed music knowledge and skills, future investments, physical and emotional development, and ...
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The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on... more
The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of serving music teachers in Singapore. Seven themes – personal self, activist identity, music, teaching, students, social relations, and the ecology of the social world – are found to interact and contribute to the transformative learning of music teachers.
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Este artigo discute o modo como a Cultura Digital afeta a atuação docente na área da Educação Musical, problematizando o uso de recursos tecnológicos e seus desafios na prática pedagógica. A partir da reflexão sobre os conceitos de... more
Este artigo discute o modo como a Cultura Digital afeta a atuação docente na área da Educação Musical, problematizando o uso de recursos tecnológicos e seus desafios na prática pedagógica. A partir da reflexão sobre os conceitos de Musicalidade e Cultura Digital, o trabalho analisa um recorte sobre as transformações dos processos de aprendizagem e autoaprendizagem das práticas musicais subsidiadas pelas Novas Tecnologias Digitais (NTD) no contexto da Educação Musical. A metodologia foi constituída de revisão de literatura, questionário on-line e entrevista semiestruturada com músicos profissionais experientes, cujos dados coletados foram analisados na perspectiva quali-quantitativa. Os resultados demonstram que a Cultura Digital permeia as práticas pedagógicas do planejamento e pesquisa de materiais à implementação de recursos de aprendizagem e autoaprendizagem. A pesquisa aponta desafios da docência no campo da Educação Musical, considerando o descompasso constatado entre a fluênc...
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Este trabalho visa discutir a musicalidade humana sob um prisma cognitivo-evolucionista. Busca refletir acerca da complexidade da manifestação musical num panorama que articula os períodos transcorridos entre os tempos remotos da espécie... more
Este trabalho visa discutir a musicalidade humana sob um prisma cognitivo-evolucionista. Busca refletir acerca da complexidade da manifestação musical num panorama que articula os períodos transcorridos entre os tempos remotos da espécie Homo sapiens até a sua interação na era da Cultura Digital. As reflexões são fundamentadas em pesquisas que mostram um fazer musical ininterrupto, que inicia nos primórdios da humanidade e segue significativo até o presente momento, sofrendo, contudo, transformações que vêm sendo aceleradas pelas novas tecnologias digitais. Esse cenário implica, também, mudanças na construção da performance musical, bem como nos conceitos de aprendizagem e autoaprendizagem de música.
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Using an empirical design, this study investigated perceptual and acoustic differences between the recorded vocal products of songs and scales of professional female singers of classical Western Lyric (WL) and non-legit Musical Theater... more
Using an empirical design, this study investigated perceptual and acoustic differences between the recorded vocal products of songs and scales of professional female singers of classical Western Lyric (WL) and non-legit Musical Theater (MT) styles. A total of 54 audio-recorded samples of songs and scales from professional female singers were rated in a blind randomized testing process by seven expert listeners as being performed by either a WL or MT singer. Songs and scales that were accurately perceived by genre were then analyzed intra- and inter-genre using long-term average spectrum analysis. A high level of agreement was found between judges in ratings for both songs and scales according to genre (P < 0.0001). Judges were more successful in locating WL than MT, but accuracy was always >50%. For the long-term average spectrum analysis intra-genre, song and scale matched better than chance. The highest spectral peak for the WL singers was at the mean fundamental frequency, ...
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Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these... more
Recent literature suggests that traditional approaches in folk music education are not necessarily compatible with the pedagogical conventions of formal music education. Whilst several recent studies have tended to define these non-classical-music learning contexts as ‘informal’, the practice of folk music that was recently introduced into Chinese Higher Music Education appears to be much more complex and fluid, at least in its real world setting. This case study presents a detailed example of the teaching and learning of folk singing in contemporary society in Western China. In this particular context, both ‘informal learning’ and ‘formal’ music practices were observed and compared, based on research data collected from four music lessons and subsequent interviews with the participants. Drawing upon the analytical evidence, the research discusses a possible pedagogical model where two apparently contrasting approaches to learning (i.e. a conservatory model vs. traditional folk lear...
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The landscape of music education in the UK is constantly shifting and developing. This book provides a timely and unique overview of this restless sector by considering the achievements of music education, analysing its current... more
The landscape of music education in the UK is constantly shifting and developing. This book provides a timely and unique overview of this restless sector by considering the achievements of music education, analysing its current performance and setting out aspirations for the future. Music Education in the 21st Century in the United Kingdom addresses the power of music to influence and change human behaviour, analyses current and future issues in music education and casts a spotlight on particular areas of education, including early years, the primary school, the secondary school, further education, universities and conservatoires, music services, the music studio and the role of music leaders and community musicians. Written by experts in the field of music education, the book provides an authoritative account of the current status of music education in the UK. While essential to understand the current and future context in the UK, the book will be invaluable to those involved in music education internationally, as it includes chapters on the provision of music education for all children, listening, the role of singing, playing an instrument, creativity, the role of technology, issues of performance and assessment, learning through the lifespan and the initial and ongoing education of music teachers. It also includes a range of case study examples and evaluations of practice. The book is a landmark publication in the field of music education and will be essential reading for policy-makers, practitioners, music students, trainee music teachers and those who provide music services in the UK and internationally.
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One of the major shifts in music education research over the past decade or so has been the emergence of a diverse range of studies that makes full use of available qualitative research methodologies. This trend has emerged alongside an... more
One of the major shifts in music education research over the past decade or so has been the emergence of a diverse range of studies that makes full use of available qualitative research methodologies. This trend has emerged alongside an increased awareness and confidence among music education researchers to engage in qualitative approaches that have been relatively mainstream in the
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This article presents an overview of Section 7 of the Oxford Handbook of Music Education, Volume 2, which comprises 25 commentaries from established scholars and music educators who were invited to provide a personal, critical insight on... more
This article presents an overview of Section 7 of the Oxford Handbook of Music Education, Volume 2, which comprises 25 commentaries from established scholars and music educators who were invited to provide a personal, critical insight on a topic or issue that they cared deeply about and which they believed deserved to be aired within an international setting.
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unexpectedly, by Arthur Somervell again a man with limited experience in schools: a minor composer with none of Stainer's national celebrity, but imbued with the visionary ideals of a new century. Cox finds Somervell especially... more
unexpectedly, by Arthur Somervell again a man with limited experience in schools: a minor composer with none of Stainer's national celebrity, but imbued with the visionary ideals of a new century. Cox finds Somervell especially simpatico and has clearly enjoyed investigating hitherto neglected aspects of his background and philosophy. It is not difficult to identify the beating heart of this book in die sections devoted to Somervell and his mentors, or to find in Cox's account of the very different achievements of his inspectorate an absorbingly definitive statement. Yet while the main structure of the present book depends upon the achievements of Hullah, Stainer, and Somervell, much of its substance concerns the activities even the rivalries of their chief contemporaries in the field. John Curwen, Sarah Glover, W. G. McNaught, C. V. Stanford, W. H. Hadow, John Farmer, Geoffrey Shaw, and Cecil Sharp are prominent among diose finding a place in these pages. In particular Cecil Sharp's role in precipitating the strongly-fought battle over die educational value of folk song, and his part in what Cox challengingly calls 'breaking die domination of the literate tradition', has earned him here a chapter of his own. And when Cox comes to offer, in his final chapter, an outline of future policy for ' a more effective music education based on die lessons of history' it is that quotation from his chapter on Cecil Sharp that reveals die drift of his thinking. Our admiration for die thorough-going way this valuable account of a critical period in die history of music education has been researched and compiled does not perhaps require us to endorse Cox's vision of the future. (But then, in days when every schoolchild is called a Student, all church organists are Directors of Music, and most polytechnics have become Universities overnight, it is not easy to find one's bearings much less to attempt a forecast of the future with any assurance.) Other readers will no doubt find his concluding section agreeably provocative. This book is well presented and proof-reading has been commendably diorough. Only a handful of errors spring from the page among them Appollo and (twice) E. Fanning. Both are clearly meant to refer to musicians, each of them distinguished in his way: Apollo, who led the Muses on Olympus, and Eaton Faning, who followed John Farmer as
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... Oscar Odena Escola Superior de Música de Catalunya Barcelona, Spain Charles Plummeridge University oí London UK Graham Welch University or London UK ABSTRACT Adopting a qualitative approach, videotaped extracts of lessons on... more
... Oscar Odena Escola Superior de Música de Catalunya Barcelona, Spain Charles Plummeridge University oí London UK Graham Welch University or London UK ABSTRACT Adopting a qualitative approach, videotaped extracts of lessons on composition and improvisa-...
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Page 1. Age, Sex, and Vocal Task as Factors in Singing &amp;quot;In Tune9&amp;#x27; During the First Years of Schooling Bulletin for the Council for Research in Music Education Summer, 1997, No. 133 Graham F. Welch, Desmond C.... more
Page 1. Age, Sex, and Vocal Task as Factors in Singing &amp;quot;In Tune9&amp;#x27; During the First Years of Schooling Bulletin for the Council for Research in Music Education Summer, 1997, No. 133 Graham F. Welch, Desmond C. Sergeant ...
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Part 1 Core musical experiences: the musical curriculum composing towards performance and performing singing extending vocal activities listening and appraising. Part 2 Musical themes and extensions: music and the environment music and... more
Part 1 Core musical experiences: the musical curriculum composing towards performance and performing singing extending vocal activities listening and appraising. Part 2 Musical themes and extensions: music and the environment music and drama music and words. Part 3 assessing musical development: assessment in arts education glossary of musical terms.
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Page 1. The Singing Competencies of Five-Year-OId Developing Singers Graham F. Welch, Desmond C. Sergeant, and Peta J. White Centre for Advanced Studies in Music Education Roehampton Institute London, United Kingdom Introduction ...
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Research Interests: Sociology and Musicology
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Buku ini menyajikan empat esai tambahan yang berakar pada bidang interdisipliner musikologi terapan yang sedang berkembang, di mana teori musik - khususnya, dugaan zigonik - digunakan untuk menginformasikan pemikiran dalam domain... more
Buku ini menyajikan empat esai tambahan yang berakar pada bidang interdisipliner musikologi terapan yang sedang berkembang, di mana teori musik - khususnya, dugaan zigonik - digunakan untuk menginformasikan pemikiran dalam domain psikologi musik, pendidikan musik dan penelitian terapi musik. Ini adalah bacaan penting bagi akademisi dan mahasiswa pascasarjana yang bekerja di bidang ini. Topik yang dibahas meliputi studi baru tentang kemunculan kemampuan musik di tahun-tahun awal, menggunakan kerangka Sounds of Intent perkembangan musik; eksplorasi tentang bagaimana Sounds of Intentmodel dapat diperpanjang untuk memetakan bagaimana orang dengan kesulitan belajar terlibat dalam kegiatan multisensor kreatif; penyelidikan tentang ekspektasi yang dihasilkan saat mendengarkan musik lebih dari sekali berkembang dalam kognisi, menggunakan bukti dari ahli musik; dan laporan tentang pengaruh pendengar yang berulang kali mendengarkan melodi baru. Data diambil dari temuan proyek pascasarjana dan pascadoktoral. Diharapkan karya baru yang menarik ini akan menjadi katalisator dalam bidang penelitian musikologi terapan yang sedang berkembang, dan membaw
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The chapter provides an overview of the physical basis of solo singing. Skilled vocal performance requires a multifaceted coordination of the singer’s anatomy and physiology, which is conceived as a tripartite system of energy source,... more
The chapter provides an overview of the physical basis of solo singing. Skilled vocal performance requires a multifaceted coordination of the singer’s anatomy and physiology, which is conceived as a tripartite system of energy source, vibrator, and resonators. The vocal instrument embraces (a) the respiratory apparatus, which compresses air upwards through the larynx; this (b) sets the vocal folds in vibration and converts an airstream to sound; and (c) filters the sound of the resultant pulsating airflow to be radiated from the vocal tract. Each of these components is discussed in detail, as well as their interconnectedness, with implications drawn in the concluding section for how this information is important to the soloist in understanding how their voice works in performance.
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The human singing voice changes throughout the lifespan and there are also genderspecific variations that need to be taken into account when working with females. Life changes in terms of voice are different for females and males and this... more
The human singing voice changes throughout the lifespan and there are also genderspecific variations that need to be taken into account when working with females. Life changes in terms of voice are different for females and males and this chapter concentrates on the female singing voice in the context of choral singing. Data are presented relating to the changing female voice during puberty as part of a longitudinal study of female choristers in a major English Cathedral Choir School. In addition, discussion is presented on important considerations with respect to the female choral singing voice in the context of specific choral aspects during rehearsals and performance.
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This chapter draws on a four-year qualitative investigation of creativity in music education with particular reference to the case study perceptions of six secondary school teachers in England. In addition to discussing the findings, the... more
This chapter draws on a four-year qualitative investigation of creativity in music education with particular reference to the case study perceptions of six secondary school teachers in England. In addition to discussing the findings, the main contribution of the chapter is the consideration of a new generative model of how the teachers’ thinking about creativity may develop over time. The following section reviews the recent surge of ‘creativity’ in education research and policy. In sections three and four the research questions, theoretical framework and research methodology are outlined. The case study teachers’ perceptions of creativity and the influence of their backgrounds on their perceptions are discussed in sections five and six. The final two sections present the generative model of the teachers’ thinking and consider some educational implications.
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Research Interests: Psychology, Audiology, Adolescent, Medicine, Voice, and 8 moreSinging, Choir, Clinical Sciences, Pitch Range, Boy, Voice Training, Larynx, and voice change
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Human vocalization contains key essences of our musical development and fosters our earliest abilities to communicate musically. Speech melodies are the first linguistic elements experienced and mastered, and are indistinguishable from... more
Human vocalization contains key essences of our musical development and fosters our earliest abilities to communicate musically. Speech melodies are the first linguistic elements experienced and mastered, and are indistinguishable from the melodic precursors of singing as essential elements in intra- and inter-personal musical communication. Singing as communication originates in vocal pitch contours whose musical intervals are exploited by caregivers in infant-directed speech to foster language development. Similar, but more explicit, features are evidenced in caregivers’ infant-directed singing, such as in lullabies and play songs. These basic musical elements of communication can be perceived in utero and underpin the infant’s subsequent vocalizations and musical behaviors. Additionally, the underlying integration of emotion with perception and cognition generates a network of linked vocal and emotional behaviors that are central to human communication. The chapter will examine t...
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The aim of the current research was to investigate the nature of feedback when a digital technology system was introduced in the higher education (HE) piano studio alongside three teacher and student pairs in Brazil. Data were collected... more
The aim of the current research was to investigate the nature of feedback when a digital technology system was introduced in the higher education (HE) piano studio alongside three teacher and student pairs in Brazil. Data were collected by using video-recorded observations of lessons, participant interviews, and also data related to the use of a specific technology. A thematic analysis of the resultant data suggests that participants used verbal and non-verbal feedback in three areas of lesson focus: music (score), performance (e.g. dynamics, articulation), and technology (Musical Instrument Digital Interface [MIDI] parameters). The application of technology seems to allow the focus of the lesson to become clearer, making students more aware of their performances and their learning processes. Data suggest that the engagement with technology varied across the three observed cases. There seems to be a valuable use for technology-mediated feedback; this could, in turn, optimize more tr...
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This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian... more
This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.
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A vocalização humana apresenta pontos chave do nosso desenvolvimento musical e é ela que promove nossas primeiras manifestações de habilidades para podermos nos comunicar musicalmente. As melodias da fala constituem os primeiros elementos... more
A vocalização humana apresenta pontos chave do nosso desenvolvimento musical e é ela que promove nossas primeiras manifestações de habilidades para podermos nos comunicar musicalmente. As melodias da fala constituem os primeiros elementos linguísticos a serem vivenciados e dominados, e são precursores indistinguíveis do canto melódico, posto que são elementos essenciais na comunicação musical intrapessoal e interpessoal. O canto como forma de comunicação tem origem nos contornos melódicos vocais, cujos intervalos musicais são explorados na fala dirigida do adulto1 (pais, responsáveis ou cuidadores)2 ao bebê3 (lactente ou criança) para promover o desenvolvimento da linguagem. Características semelhantes, porém, mais explícitas, são evidenciadas no canto dirigido do adulto ao bebê através de canções de ninar e de canções de brincar. Esses elementos musicais básicos da comunicação podem ser percebidos ainda no útero e formam as bases para as vocalizações e comportamentos musicais subse...
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Research Interests: Psychology, Developmental Psychology, Music, Music Education, Early Years, and 15 moreCognition, Working Memory, Executive Functions (Cognitive Neuroscience), Medicine, Executive Function, Preschool Education, Intervention, Psychological Intervention, Executive Functions, Inhibition, Preschool, Novelty, Musical, Guidance and Counseling Intervention Programs, and Frontiers in Psychology
There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to... more
There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.
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The human singing voice changes throughout the lifespan and there are gender-specific variations that need to be taken into account. Life changes in terms of voice are different for females and males and this paper concentrates on the... more
The human singing voice changes throughout the lifespan and there are gender-specific variations that need to be taken into account. Life changes in terms of voice are different for females and males and this paper concentrates on the female singing voice in the context of choral singing. Case-study data from three choristers are presented relating to the changing female voice during puberty as part of a longitudinal study of female choristers in a major English Cathedral Choir School. In addition, discussion is presented on important considerations with respect to the female choral singing voice with a particular focus on specific choral aspects during rehearsals and performance.
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Research Interests: Music Education and Art
This article reports a pilot study of the potential benefits of a sustained programme of singing activities on the musical behaviours and hearing acuity of young children with hearing impairment (HI). Twenty-nine children (n=12 HI and... more
This article reports a pilot study of the potential benefits of a sustained programme of singing activities on the musical behaviours and hearing acuity of young children with hearing impairment (HI). Twenty-nine children (n=12 HI and n=17 NH) aged between 5 and 7 years from an inner-city primary school in London participated, following appropriate ethical approval. The predominantly classroom-based programme was designed by colleagues from the UCL Institute of Education and UCL Ear Institute in collaboration with a multi-arts charity Creative Futures and delivered by an experienced early years music specialist weekly across two school terms. There was a particular emphasis on building a repertoire of simple songs with actions and allied vocal exploration. Musical learning was also supported by activities that drew on visual imagery for sound and that included simple notation and physical gesture. An overall impact assessment of the pilot programme embraced pre- and post-interventio...
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... spirituals, and jazz. Some popular singers (such as Whitney Houston, Gloria Estafan, Alanis Morissette, and Anita Baker) exploit this quality to create a particular emotional impact at certain moments in a song. The sound is loud ...