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Singing and Vocal Development

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Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 1 of 26

SINGING AND VOCAL DEVELOPMENT

Graham F. Welch

Institute of Education, University of London

20 Bedford Way,
London WC1H 0AL
+44 207 612 6741 (fax)
g.welch@ioe.ac.uk
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 2 of 26

Abstract

The human voice has a central place in the ontogenesis of our musicality. Musical development begins pre-
birth through the foetal experiences of the melody-like contouring of our mother’s voice. These earliest
experiences form the foundation for subsequent musical (including vocal and linguistic) behaviour. The
ongoing interactions between our individual neuropsychobiological development with the sounds and
expectations of the maternal socio-cultural environment continue to shape the development of vocal skills,
including singing, throughout childhood and into adolescence. By the time that puberty is reached, self-
identity (whether tending towards the positive or negative) in relation to the art and expectations of singing
is firmly established. If the individual has been exposed to an appropriately nurturing environment,
considerable singing skills are normally evidenced. However, the experience of negative comments,
particularly from adults such as parents and teachers, can have a life-long detrimental impact on singing
behaviours and the realisation of musical potential. The onset of voice change in adolescence requires a
revision (“re-mastering”) of established singing skills and marks a fundamental transition in the creation
of adult musicality. Throughout these formative years from birth onward, individual singing development is
usually incremental and positive, but can be inhibited by socio-cultural factors.

Key words: singing, development, childhood, adolescence

Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 3 of 26

Introduction

Despite the warmth in the room as they shook the snow off their winter coats and
gathered around the kitchen table, there was a collective sense of nervousness and, in
some cases, unease that was barely touched by the hostess’ cheerful manner and greeting.
Outside, the dark of a Newfoundland evening had already descended and the hostess
wondered if some of the wind’s icy chill was reflected in the body language. This gathering
was to be the first of several sessions for the group when things usually unspoken,
sometimes hidden for many decades, would be allowed to surface.

“You went to school, the first thing that happened, everybody had to be singing in
little concerts and things. You go to class; the nuns would say, “anybody can sing.”
You’d go and you were embarrassed to tears because you knew you couldn’t sing
and there was no help…I was told…you really can’t sing, you can go back to your
classroom.”
(Knight, S. interview with C., aged 50, private communication)

“I remember playing skipping and singing on the street. I can’t remember the
tunes now. My sister - I remember singing a little bit to her, but I don’t think I
ever really thought I couldn’t sing until Grade Seven [age twelve] and the teacher
and all my friends and I was in glee club and that was a major time. She stopped
and said, “Somebody is tone-deaf here.” She said, “It’s you, Julie, you’re tone-
deaf.” She said, “ You don’t have any notes. You just can’t sing along with the
music at all.” I said, “I really want to stay in glee club because my friends are
there.” She said, “You can stay in glee club but you’re not allowed to sing. You
just got to mouth the words. You can’t sing.” From then on, I assumed that I was
tone deaf. I never sang in any other choirs at all after that. I go to church most of
the time and I mouth the words. If we are out with a bunch of friends at a party, I
try to mouth the words. Maybe, if I had a drink or two, I might sing. And even
when I heard myself, I felt that I couldn’t sing. My voice is deep anyway…I know
a lot of people have deep voices and are beautiful singers, but I just assumed that
because my voice is deep that I couldn’t sing…that’s thirty-five years ago…I was
sitting second row back and there were kids behind me. You can imagine how
embarrassed I felt.”
(Knight, S. interview with V., aged 47, private communication)

“We always sang. We’d sit on the fence in the evening, friends and stuff like this,
and we’d sing different songs that would be on the go and, of course, you would
be playing and there would be songs with that. But it was always something that
we did. Then in Grade Six [age eleven], we had a two-room school and we had
Grade One to Three in one room and Grade Four to Six in the other room, and
the same teacher, of course, taught the three Grades. Her daughter was in school
with us and there was some kind of play or something for Christmas, and so
singing – these songs were sung. I practised at home for ages and I stood up to
sing it and she [the teacher] told me to sit down, that I couldn’t sing. Well, I was
devastated. And I thought I had done such a good job with it…I’m sure I wanted
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 4 of 26

to cry. Of course, you came home; it was no good of telling your parents at the
time that something like this had happened to you.”
(Knight, S. interview with L., aged 42, private communication)

Over the next few weeks and months, these adults shared many similar detailed
memories. Despite the passing of time, these episodes of childhood were vividly recalled.
A sense of embarrassment, shame, deep emotional upset and humiliation, usually
accompanied by reports of a lifelong sense of musical inadequacy were commonly
expressed elements. For these particular Canadians, as for many other adults around the
world in different cultural contexts, the associations between singing and childhood were
not positive. Within the local Newfoundland culture, singing competency either as an
individual or within a group has always had high status. Consequently, any perceived
singing “failure” in childhood has often led to continued self-identify as a “non-singer” (cf
Knight, 1999) and has reinforced a cultural stereotype of a community that is divided in
two: those who “can sing” and those who “cannot”.
Similar findings have been reported from other studies of adults in North
America, the UK and Scandinavia. Yet, despite such experiences, there are some adults
who never give up hope of improvement and there have been several successful examples
of specialist choirs being started for adult “non-singers” (cf Mack, 1979; Richards &
Durrant, 2003). These include a new community choir in St. John’s, Newfoundland, four
“beginners” choirs in one London college that have a twenty year history, various
“Singing from Scratch” choirs in the Midlands and South-East of England and similar
initiatives in Sweden, USA, Canada, Australia and New Zealand.
The existence of such choirs for adult “non-singers” is one of a number of
significant challenges to a bi-polar “can/cannot” categorisation of singing behaviours.
They are part of the evidence base for singing to be considered as a normal developmental
behaviour that can be enhanced or hindered, particularly by the events and experiences of
childhood. The prime source of such singing “failure” for an individual is a particular
moment in childhood and/or adolescence when there is a mismatch between developing
singing competences and a set singing task (cf Welch, 1979; 1985; 2000a; 2000b; 2005a;
Cooksey & Welch, 1998). Erroneous adult expectation often creates the problem. This
mismatch may then become further “objectified” by continuing inappropriate comment
from adults or peers, which suggests that the singing problem is evidence of an underlying
disability in music. Arguably, the number of singing “failures” that are socially generated
in our communities would be reduced radically if there was a greater awareness of (a) how
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 5 of 26

singing mastery develops, (b) how children of the same age can be in different phases of
development (as is considered normal with other forms of culturally-biased behaviour,
such as reading) and (c) how best to provide suitable “developmentally sensitive” singing
activities. The narrative that follows reviews the nature of singing development from early
childhood through to (and including) adolescence. Particular features are highlighted of
how normal development may be fostered, shaped, and sometimes hindered.

Singing as a Developmental Behaviour

Pre-birth and Infancy

The foundations of singing development originate in the auditory and affective
experiences of the developing foetus during the final months of gestation, particularly in
relation to the earliest perception of melodic variations in the mother’s voice. The
amniotic fluid that surrounds the foetus is an effective transducer of the pitch contours of
maternal voicing. As the mother speaks or sings, the prosodic features of her voice
(melody and rhythm) are conveyed to the developing foetus by the sound waves that
transfer through her body tissue and that also are reflected from surfaces in her immediate
environment. At the same time, the mother’s affective state as she speaks or sings is
encoded hormonally in her bloodstream through neuroendocrine activity. This emotional
state is believed to be experienced by the foetus relatively concomitantly with the sound of
the mother’s voice because of an interfacing of the foetal and maternal bloodstreams (see
Welch, 2005a, for a more detailed review). The outcome is an interweaving of acoustic
(prosodic/melodic) and emotional experiences pre-birth that are likely to underpin the
developing infant’s subsequent interactions post-birth with the sounds of the maternal
culture. For example, our ability to determine particularly strong emotions in vocal
behaviours in speech and singing (cf Johnstone & Scherer, 2000; Sundberg, 2000; Nawrot,
2003) is likely to originate in these earliest dual-channel (acoustic-affect) experiences and,
arguably, to create a certain bias towards the association of particular vocal timbres with
positive and negative feelings (termed “emotional capital” - Welch, 2005a). Six-month-
olds, for example, exhibit endocrine (cortisol) changes after listening to their mothers
singing (Trehub, 2001), becoming calmed when upset and more alert when sleepy.
The first year of life is characterised by a shaping of the infant’s vocal production
through an interaction with the acoustic characteristics of the maternal culture. Parents,
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 6 of 26

for example, typically incorporate rich musical properties when interacting with infants:
they speak and sing at higher pitch levels, use a wider pitch range, longer pauses, often at a
slower rate, and use smooth, simple, but highly modulated intonation contours (see
Thurman & Welch, 2000; Welch, 2005b; Chapter 2, this volume). At birth, neonates
continue to be particularly sensitive to the sound of the human voice, whilst
demonstrating a certain initial perceptual plasticity towards any language (Eimas, 1985).
Two-day-old neonates, for example, listen longer to women singing in a maternal style
(Masataka, 1999). Adult singing (both male and female) appears to be especially
significant, as demonstrated in its beneficial effects on premature infants’ physiological
functioning through changes in heart rate and oxygen saturation, alongside a reduction in
stressful behaviours (Coleman et al, 1997).
The earliest vocal behaviour is crying. It contains all of the ingredients of
subsequent vocalisation, including singing, with variations in intensity and pitch, as well as
rhythmic patterning and phrasing (Vihman, 1996). At the age of two months, cooing and
vowel-like sounds are already evidenced and being shaped by the maternal culture (Ruzza
et al, 2003). Aspects of “musical babbling” that contain definite musical features, such as
pitch and rhythmic patterns, are also evidenced from two months onwards (Tafuri &
Villa, 2002). Their incidence and quality appear to be related positively to the amount of
time devoted to daily singing behaviours by the mother; the greater the amount of
maternal singing, the increased likelihood of earlier musical babbling. By the age of three
to four months, the infant is able to imitate their mother’s exaggerated prosodic contours
that characterise infant-mother interaction (Masataka, 1992). Vocal play emerges around
the ages of four to six months (Papousek, 1996). By the age of one year, infants are
sufficiently cued into the language of the maternal culture for elements to be reflected in
their own vocalisations. As examples, French infants babble using French speech units,
Russian infants babble using Russian and Japanese infants using Japanese (Meltzoff,
2002).
In general, the first year of life is characterised by increasingly diverse vocal
activity. The first vocalisations of infancy, with their communication of affective state
(discomfort and distress, then also comfort and eustress), are expanded to include quasi-
melodic features (2-4 months), developing vocal control (4-7 months), with vocal pitch
behaviours that are directly linked to the prosodic features of the mother tongue.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 7 of 26

Early Childhood and Pre-School

Singing development pre-school is characterised by an increasing interaction with
the sounds of the experienced maternal culture. This interaction is reflected in a mosaic of
different singing behaviours that are evidenced between the ages of one and five years.
They relate to the young child’s acquisitive, playful, creative and spontaneous nature as
they engage with and make sense of their “local” musical world. The variety of
vocalisation includes: two-year-olds’ repetition of brief phrases with identifiable rhythmic
and melodic contour patterns (Dowling, 1999), three-year-olds’ vocal interplay between
spontaneous improvisation and selected elements from the dominant song culture, termed
“pot-pourri” songs (Moog, 1976), and “outline songs” (Hargreaves, 1996) in which the
nature of the figurative shape of the sung melodic contour (its “schematic” contour) is
thought to reflect the current level of the young child’s understanding of tonal
relationships (Davidson, 1994).
There is evidence of increasing sophistication and complexity in relation to the
learning of songs from the dominant culture by young children (and see later for
developmental models by Rutkowski, 1997; Welch, 2002). However, the path of
development is not necessarily linear for any particular individual. In a USA study of the
spontaneous singing of two-year-olds’ first songs, for example, there is evidence that
“phrases are the initial musical units” (Davidson, 1994, p. 117). Such phrases are
characterised by limited pitch range, a certain disjunction of key/tonality and a descending
contour. In contrast, recent Italian data of two- to three-year-old children indicate that
some young children appear to be much better at imitating a complete melody modelled
by their mother (and also by a specialist course tutor) than in matching individual phrases
of the same song (Tafuri & Welch, unpublished data, see Figure 1). These Italian children
had been exposed to regular sessions of their mothers’ singing since the final trimester of
pregnancy, both at home and in a special infant-parent singing course organised in the
local conservatoire. Yet for other children in the same Italian group, with apparently the
same levels of exposure to maternal singing, the opposite is the case. Their sung phrase
accuracy is rated as better than their whole song accuracy (Figure 1), in line with data from
the earlier USA (Davidson, 1994) study.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 8 of 26

4
Phrases
3 Songs
2

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Individual Children's Singing Ratings

Figure 1: Accuracy ratings of Italian children (n=28) aged 2.6 to 3.3 years in imitating
song phrases and complete songs modelled by their mothers (Tafuri & Welch,
unpublished data). Ratings are based on a 7-point scale of perceived accuracy.

For the youngest children, the boundaries between singing and speaking may be
blurred, or at least ambiguous to the adult listener, and are related to the dominance of a
particular contour schema (Davidson, 1994) as well as to the influence of the mother
tongue. For example, a longitudinal study in Canada of young girls aged 18 to 38 months
from monolingual and bilingual backgrounds reported that “intermediate vocalisations” (a
type of vocal behaviour at the boundary between speech and song) were more prevalent
in Mandarin and Cantonese-speaking children than in English-speaking children (Mang,
2000/1). A follow-up study in Hong Kong with mono- and bilingual three- and four-year-
olds confirmed these findings and revealed that, regardless of age, the manipulation of
vocal pitch was used to distinguish between singing and speaking (Mang, 2002). The mean
fundamental frequencies (F0) for songs were reported to be consistently higher than
speech, but “own choice” songs were performed at a slightly lower pitch than a criterion
song. In addition, the older English monolingual children demonstrated a wider mean F0
differentiation between their singing and speaking behaviours compared to their
Cantonese mono- and bilingual peers. Taken together, such examples from these diverse
cultural settings remind us that singing behaviour is subject to developmental processes,
whilst also being sensitive to socio-cultural context (including task). In the above
examples, context also includes the presence or absence of a pitch-based language as the
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 9 of 26

mother tongue in which meaning is explicitly conveyed by the shaping of melodic

contour.
As might be expected from the interaction of enculturation with generative skill
development in music (cf British Educational Research Association Music Education
Review Group, 2001; Welch, 2005b), longitudinal data on singing development in early
childhood confirm the importance of the prosodic features of the mother tongue.
Spontaneous singing is characterised principally by the control of melodic-rhythmic
contour patterns (Sundin, 1997; Dowling, 1999). Between the ages of one to two years,
for example, a typically spontaneous infant song consists of repetitions of one brief
melodic phrase at different pitch centres. By the age of three years, three different phrases
are characteristically evidenced and one phrase singing is rare (Dowling, 1988, 1999).
Furthermore, recent case study research with two- to three-year-olds in a free-play day-
care setting (Young, 2002) celebrates a wide diversity in young children’s spontaneous
singing that is linked to context and activity, whilst being mediated by age. This diversity
includes “free-flow vocalising” (a wordless vocal creation often associated with solitary
play with no defined overall musical shape), “chanting” (often short, repeated phrases),
“reworking of known songs” (the utilisation of enculturated song fragments), “movement
vocalising” (either of self or objects), singing for “animation” (associated with dramatic
play) and the imitation of actual sounds (defined as “comic-strip type noises”, usually
associated with object play). As children grow older (three to four years) and more
sociable, more speaking than singing may be evidenced.
Age is also a factor in young children’s perception and expression of emotion in
singing. Four- and five-year-olds are able to express happiness and sadness in their
invented songs. In one Canadian study, children used conventional musical devices, such
as a major modality and dotted or syncopated rhythms for “happy” songs, contrasted by a
reduced pitch range and suppression of melodic contours in “sad” songs (Adachi &
Trehub, 2000). Their song texts were also contraposed emotionally; with “happy” songs
focused on “friends”, “family” and “sweets”, but “sad” songs focused more on a negative
version of these (e.g., “no family”). In contrast, older children’s “sad” songs were
dominated by themes related to death (Adachi & Trehub, 1999). Data from Sweden
(Gabrielsson & Örnkloo, 2002) confirm the growth of children’s expertise with age in the
recognition and expression of intended sung emotion, particularly between the ages of
four and seven years.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 10 of 26

The First Years of Schooling

It is common for a diverse range of singing abilities to be exhibited by children on
entry to compulsory schooling. Within this diversity, it is necessary to distinguish between
(i) children’s (developing) skill in the performance of a taught song (cf Rutkowski, 1990,
1997; Welch, 1986, 1998, 2000b, 2002; Welch et al, 1996, 1997, 1998) and (ii) children’s
ability to invent songs (Davies, 1986, 1992, 1994). As with pre-school singing behaviours,
context and culture are also factors (cf Rutkowski & Chen-Haftek, 2000; Mang, 2003).
With regard to the first of these categories concerning the skilled performance of a
taught song, two major USA and UK studies have drawn on developmental theories to
propose phased models of singing development (Rutkowski, 1997; Welch, 1998 - see
endnotei). The USA data (Rutkowski, op.cit.) was generated through systematic evaluation
of children’s singing behaviours across a period of over fifteen years. The emergent nine-
phase model (which went through several versions1) suggests that children progress from
speech-like chanting of the song text, to singing within a limited range (“speaking range
singer”) to the demonstration of an expanded vocal pitch range that is allied to skilled
competency in vocal pitch matching. This model has an affinity with that of another USA-
based longitudinal study (Davidson, 1994) that suggests that children’s singing
development is linked to a schematic processing of melodic contour. Data from Harvard
University’s six-year Project Zero study of children aged between the ages of one and six
years indicated five specific levels of pitch development in young children’s singing,
expanding from an initial melodic contour scheme with a pitch interval of a third to one
that embraced a complete octave.
Within the research literature, children are sometimes reported as being more
skilled when copying a sung model if they used a neutral syllable rather than attempting
the song with its text (e.g. Levinowitz, 1989). This finding has resonances with data from a
three-year longitudinal study of 184 children in their first three years of formal education
in ten UK Primary schools (Welch et al, 1996, 1997, 1998). The research provided detailed
evidence of how singing behaviours are age, sex and task-sensitive. Over the three years,
the participants as a collective appeared to demonstrate little overall improvement when
required to match the sung pitches of the criterion songs (two songs were specially taught

1
The conceptualisation of development as occurring in ‘phases’ is a common outcome of research that is
undertaken over a long period with time for researcher reflection and the evaluation of new data. For
example, the current author has developed and reviewed a particular model of vocal pitch matching over the
past two decades (1986; 2002), which reconceptualises the evidence and reduces the number of
developmental ‘phases’ (rather than the originally labelled ‘stages’) from five to four.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 11 of 26

and assessed each year) (see Figure 2). However, this singing behaviour was in marked
contrast to their ability to learn the words of the songs, which was extremely good, even
in their first term of compulsory schooling at age 5 (Figure 2: Year 1 data). Furthermore,
when the pitch elements of the target songs were deconstructed into simpler musical tasks
in which the children were required to match individual pitches, echo melodic contours,
or copy small melodic fragments, the children were significantly more pitch accurate, as
demonstrated by year-on-year improvements. There were no sex differences in their
singing of these three types of deconstructed tasks. Boys and girls were equally successful
and demonstrated similar improvements over time. In contrast, when the same boys were
faced with the challenge of singing a complete song, their vocal pitch became less accurate
and, as a group, they demonstrated little or no improvement in song singing across the
three years. Overall, singing competency appeared to be closely related to the nature of
the task, with many boys negatively affected in the task of singing a “school” song. In line
with these longitudinal findings, two recent studies suggest that gender stereotyping may
be a factor in the lack of singing development in some young boys (Hall, 2005; Joyce,
2005). Australian research into five-year-old boys’ singing (Hall, op.cit.) indicates that
singing may be perceived as a “female” activity. UK research of nine- and ten-year-olds
(Joyce, op.cit.) across three primary schools found that only one-third of boys enjoyed
singing (compared with two-thirds of girls) and that boys believed that girls were better
singers.
In addition to age, sex/gender and task, there are also contextual factors that can
affect children’s singing behaviours. For example, the UK longitudinal study data
demonstrated a clear “school effect” (Welch, 2000a). When comparing individual school
data, all the children in one inner-city school improved their singing skills over the three
years, notwithstanding their poor socio-economic environment and generally low
academic attainment in other areas of the curriculum, whereas relatively few children
made progress in another school, despite them having much higher socio-economic status
and attainment levels. A major factor in these differences appears to have been teacher
expectation. Progress was most marked where the class teacher expected and worked
consistently for singing improvement with all their pupils over a sustained period. Similar
findings concerning school effects on singing motivation, perceived self-identity as a
singer and overall enjoyment of singing as a school activity are also reported by Joyce
(2005).
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 12 of 26

7
6
5
4 Age 5 (year 1)
Age 6 (year 2)
3 Age 7 (year 3)
2
1
0
Words Single Simple Fragments Songs
pitches glides (pitch)

Age

Figure 2: Longitudinal data on five- to seven-year-old children’s (n=184) rated singing

abilities (maximum accuracy rating = 7) for (a) words of target songs (two songs were
assessed each year); (b) sung pitches of same complete songs; (c) deconstructed pitch
elements of the same songs (single pitches, simple melodic contours (glides) and simple
melodic fragments) (Welch et al, 1996, 1997, 1998)

Socio-cultural differences have been exampled also in the more advanced singing
skills demonstrated by a large class of first-grade Chinese (Hong Kong) children
compared with their USA peers (Rutkowski & Chen-Haftek, 2000). Similarly, an
assessment of the singing behaviours of 120 Hong Kong children aged seven to nine years
from various language groups (Mang, 2003), using both the Rutkowski and Welch
developmental profiles, reported statistically significant effects for sex (favouring girls) as
well as mother-tongue. Chinese monolingual children performed consistently better than
English bilingual children, even though the criterion song was in English. This was seen as
a further indication (following Mang, 2001; Rutkowski & Chen-Haftek op. cit.) that
Cantonese-speaking children achieve singing mastery earlier than their English
counterparts, perhaps because the pitch centres for speech and singing of the former are
more closely aligned.
Both the USA- and UK-based developmental models agree that different “phases”
of singing competency are likely to be exampled within any group of children entering
their first school class. Some children already will be extremely competent performers of
complete songs from the experienced maternal culture (both words and music), whilst
others will be less advanced and will be in one of the “earlier phases” of singing
development. This does not mean that the latter group of “developing” singers will not
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 13 of 26

gain singing mastery, particularly if they are provided with an appropriately nurturing
environment in which singing tasks are designed to match, then to extend, current vocal
behaviours. For such children, it is likely that their pre-school interactions have provided
fewer opportunities to fulfil their singing potential (as outlined in the Early Childhood and
Pre-school section earlier).
The effects of singing alone or with a group are equivocal in the research
literature. Some research evidence suggests that children may become more accurate in
reproducing the musical features of a criterion song when singing in a group compared to
singing alone (e.g. Buckton; 1982; Greene, 1993). Other research (e.g. Goetze, 1985;
Smale, 1988) reports the opposite in favour of increased reproductive accuracy if the
young child is assessed when singing alone. It may be possible to reconcile these two
positions by assuming that individual singing behaviour is likely to be framed by an
interaction between current singing competency, the nature of the singing task, the
competency of other singers in the group and an individual’s current ability to make sense
of the available feedback. There is an internal psychological feedback monitoring system
that is essentially outside conscious awareness which is used for a moment-by-moment
self-monitoring of the singing behaviour. This system draws on information from internal
sense receptors, as well as internal and external auditory information concerning the
relative matching of vocal behaviour with an external model (see Welch, 1985, 2005a).
Where the individual is able to make sense of and use these different feedback channels in
combination, then singing as a member of a skilled group may promote more competent
behaviour. Where the individual is less able to make sense of and use this feedback, such
as when surrounded by a less skilled group of singers and/or when it is difficult to “hear”
their own voice, then performing in a group context may be more disadvantageous. Data
from studies of choral acoustics, for example, indicates that auditory feedback for one’s
own vocal output is reduced when (i) other singers are in close proximity (self-to-other
ratio) and (ii) when nearby singers are singing, or attempting to sing, the same pitches
(Daugherty, 2000; Ternström, 1994).
Nevertheless, it is likely that singing competency will be nurtured through
exposure to frequent opportunities for vocal play within an environment that encourages
vocal exploration and accurate imitation (Young, 2002; Mang, 2003; Welch, 2005a).
The data from various studies on early singing development were collated into a
theoretical protocol “baseline assessment of singing” for use with children on entry to
school (Welch & Elsley, 1999). This was evaluated subsequently with a small class of
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 14 of 26

children (n=19) aged from three years eight months to five years ten months (King, 2000).
In general, the data supported key features of the model, namely that singing competence
is likely to vary at an individual level with musical task, such as in the sung reproduction of
melodic contour, pitch intervals and song text. Any assessment of singing abilities in
young children, therefore, should provide a mixture of tasks (such as pitch glides and
pitch patterns as well as song melodies) as a basis for diagnosis and curriculum planning.
Furthermore, recent neuropsychobiological data on pitch processing modules in the brain
(Peretz & Coltheart, 2003) supports a hierarchical model in which melodic contour (pace
Davidson, 1994; Rutkowski, 1997; Welch, 1998) is analysed before the processing of
intervals and tonality (see Welch, 2005a for a review).
With regard to children’s ability to invent songs, a series of studies (Davies, 1986;
1992; 1994) indicate that five to seven-year-olds have a range of song-making strategies.
These include narrative songs (chant-like in nature, often with repeated figures), as well as
songs that have more conventional features, such as an opening idea and a clear sense of
closure, four-phrase structures, repetition, phrases that both “borrow” from the
immediate musical culture and which also may be transformed (sequenced, inverted,
augmented) in some way. Overall, children in the first years of schooling demonstrate a
clear sense of musical form and of emotional expression in their invented songs.

Older Childhood
The latter years of childhood are characterised by a general singing competency
for the majority. Relatively few children are reported as singing “out-of-tune” at the age of
eleven years (Howard et al, 1994; Welch, 1979; 2000b). For example, evidence from a wide
range of studies indicates that approximately 30% of pupils aged seven years are reported
as being relatively “inaccurate” when vocally matching a melody within a Western cultural
tradition. However, this proportion drops to around 4% of the same pupil population by
the age of eleven. Within each of these and the intervening age groups, “out-of-tune”
boys outnumber girls by a ratio of 2 or 3:1 (Welch, 1979). Culture, however, continues to
be significant. Anthropological and ethnomusicological studies, for example, have
suggested that young children from the Anang in Nigeria can sing “hundreds of songs,
both individually and in choral groups” by the age of 5 (Messinger, 1958: 20), Venda
children in South Africa were reported as both learning special children’s songs and
composing new songs for themselves (Blacking, 1967), whereas Herati children in
Afghanistan tended to focus on the imitation of adult models, with the children
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 15 of 26

(particularly boys) of professional musicians’ families (sazendeh) being immersed in the

local music culture and often expected to perform professionally by the age of twelve
(Doubleday & Baily, 1995).
The use of “imitation” as part of an enculturated induction into the skilled
practices of expert singers is evidenced in many different musical cultures, as exampled in
the cathedrals where European sacred music is practised, as well as in the choral
communities of sub-Saharan Africa and Scandinavia. Cathedrals in the UK, for example,
typically induct their choristers at the age of eight so that by the age of thirteen they will
have had five years immersion into a weekly (usually daily) ritual of rehearsals,
performances, choral singing and solos, embracing a wide range of compositional styles
and musical genres that span over five hundred years of Western classical music. Within
the cathedral choir, performance skill level is signalled by singer nomenclature (such as
“head chorister”, “senior corner boy”, “probationer”) and variations in the dress code, as
well as by the degree of performance involvement in particular repertoire. Novices are
deliberately placed in between more skilled, older choristers and normally are required to
sing only certain items during the cathedral services whilst they deepen and develop their
performance skills through listening and observing their more accomplished peers.
Although the tradition of highly skilled boy singers in the UK may be traced back
to the first foundations of English cathedrals in Canterbury (597 AD), Rochester (604
AD) and St Paul’s, London (604 AD), the “all-male” hegemony of cathedral music
experienced a major challenge in 1991 with the admittance of girls to Salisbury Cathedral
in the West of England. Since then, by 2004, the potential for equally skilled performance
by girl choristers has been recognised through the creation of separate girls’ choirs in
twenty-two cathedrals and minsters (Welch 2004)2. Girl choristers are usually admitted
using the same audition criteria as their male counterparts and are expected to perform the
same repertoire to the same professional standard.
Evidence of the power of the musical culture in cathedrals in fostering specialist singing
skills may be found both in the quality of choral outputs (such as national and
international broadcasts by the BBC, commercial recordings, international tours and
concerts) and also in the regular media-fuelled controversies over whether it is possible or
not to perceive differences between the singing of older female and male children (cf

2
The data for 2004 on the numbers of cathedrals with female choristers in UK cathedrals has been collated
by Claire Stewart as part of her ongoing doctoral studies at the Institute of Education into their impact on
the all-male choral tradition.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 16 of 26

Welch & Howard, 2002; Sergeant et al, 2005). With regard to perceived singer gender, a
summary of recent research data (Figure 3) indicates that, whilst it is possible for an
untrained solo singer’s sex to be identified relatively accurately from around the age of
eight onwards, it is also equally possible for trained female choristers from the age of 8 to
be systematically mistaken as male, depending on the particular piece of music being
performed. However, once the female chorister moves into her mid-teens, the voice
quality becomes more characteristically identifiable as “female” (“womanly”)3. In general,
children's voices tend to be higher in pitch and have a less complex acoustic make-up than
those of adults. Nevertheless, children are able to achieve similar loudness levels as adults
by using relatively more breath until the age of twelve, when adult-like breathing patterns
are observed (Stathopoulos, 2000).

Figure 3: Confusability by age and gender of children and adolescents aged four to
sixteen years. The figure is extrapolated from measured data of perceived confusability for
untrained singers (Sergeant et al, 2005) and measured data of perceived confusability for
trained singers (Welch & Howard, 2002). Initially, untrained young boys are confused as
girls. Then, the sexes become more readily distinguishable from the age of 8/9 years.
However, singing training can enable girls from 8/9 years to 14 years to sound ‘boy-like’
in certain pieces from the repertoire. From 14 years onwards, singer sex becomes more
readily identifiable.

3
For a detailed review of the literature on gender and chorister voice, including similarities and differences
in the underlying anatomy and physiology for singing, see Welch & Howard (2002). For data on the
perceived gender of untrained children’s voices, see Sergeant et al (2005).
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 17 of 26

Puberty and Adolescence

The onset of puberty heralds fundamental changes to the nature and quality of the
singing voice for both females and males. Whereas the actual dimensions and growth of
the vocal instrument are similar across sexes during childhood (Titze, 1994), during
puberty the male vocal tract becomes significantly longer and develops a greater
circumference. In contrast, the growth of the female vocal tract is less marked, being
about 15% to 20% shorter than in the male and with a different internal ratio of
resonating spaces, mainly because the neck (pharynx) is relatively shorter compared to that
of the male (Story et al, 1997). Growth typically lasts from ten to eighteen years in females
(and can begin at age seven – Herman-Giddens et al, 1997), compared with twelve to
twenty years in males (Thurman & Klitzke, 2000). The highpoint of pubertal voice change
tends to be around twelve to fourteen years of age in both females and males (Gackle,
2000; Cooksey, 2000).
There are relatively few major studies of singing voice transformation during
adolescence reported in the literature, particularly with regard to the female changing
voice. Those that are available draw primarily on data from populations in the USA
(Cooksey, 2000; Gackle, 2000; Williams et al, 1996), the UK (Geddye, personal
communication; Harries et al, 1996; Cooksey & Welch, 1998), Japan (Norioka, 1994) and
Germany (Heidelbach, 1996). The data is consistent about the presence and characteristics
of adolescent voice change.
Gackle (2000) reports the outcome of her doctoral studies in Florida (during
1987), allied to fifteen years professional observation, to suggest that there are four

distinct “stages” in female adolescent voice change (see in Figure 4a). In the first stage
(termed “pre-pubertal”) the voice has a “light, flute-like quality” with no apparent register
changes. The comfortable singing range is between D4 to D5, within a wider singing range
of Bb3 to F5 (and up to A5). The next stage (“pre-menarchial” – Stage IIA) is characteristic
of the beginnings of female voice mutation around the ages of eleven to twelve. The
comfortable range is approximately the same as previously (D4 to D5), within a slightly
expanded overall range (A3 to G5). However, there is often breathiness in the tone due to
inadequate closure of the vocal folds as a result of growth occurring in the laryngeal area.
A singing register transition typically appears between G4 and B4 and some girls may have
difficulties in singing lower pitches. Singing often becomes uncomfortable and effortful
and a breathy voice quality is characteristic across the range. The next stage is the peak of
female voice mutation (“post-menarchial” – Stage IIb). Singing is characterised by a
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 18 of 26

limited comfortable range (B3 to C5), discomfort (particularly at upper pitches), distinct
voice qualities for each sung register and with the lower part of the voice often taking on a
more “alto” and often husky quality. The final stage (“young adult female” – Stage III) has
a much-expanded comfortable singing range (A3 to G5), less breathiness, greater
consistency in tone quality and greater singing agility. Vibrato often appears at this stage
and the voice has a more adult, womanly quality. Ongoing research (cf Welch & Howard,
2002; Welch, 2004) indicates that adolescent voice change is the same for relatively
untrained female singers as for those who have been involved in sustained vocal
performance, such as through membership of a female cathedral choir. However, as with
adult female singers (Lã & Davidson, 2005), there is always some individual variation in
the impact of puberty on the singer’s voice related to slight differences in the underlying
endocrinological metabolism and physiological functioning.
Male adolescent voice change has a more extensive literature, both in Europe and
the USA. One major longitudinal study was conducted by Cooksey (2000), initially based
on fieldwork in California in the late 1970s, then drawing on further studies in the USA
during the following decade, as well as a London-based cross-cultural study in the 1990s
(Cooksey & Welch, 1998). Overall, he reports six “stages” of adolescent male singing
voice change (see in Figure 4a) that are characterised by an overall lowering of the
sung pitch range. Whilst the rate of voice change is unpredictable for any given individual,
it is reliably sequential for all.
In the first male adolescent stage (“unchanged”), the mean sung vocal pitch range
is A3 to F5, with the tessitura pitch boundaries C#4 to A#4. The voice quality is perceived
as “clear”, with relatively little evidence of breathiness in the tone. The beginnings of
voice change (termed by Cooksey as Stage I, “Midvoice I”) are marked by a reduced vocal
range (Ab3 to C5) and instability of sung pitch, particularly for the upper frequencies,
which tend to be produced with increased effort, as well as tone quality that is perceived
as more effortful, strained and breathy. The sung range then descends approximately in
thirds across the next three stages (see Figure 4a), with each stage being characterised by a
reduced mean range and relative continuing instability in the production of upper pitches,
but contrasted by relative stability for the lower pitches. The pitch ranges are: Stage II
(“Midvoice II”), F3 to A4; Stage III (“Midvoice IIa”), D3 to F#4; followed by Stage IV
(“New Baritone”, also termed “New Voice”), B2 to D#4. Within these, Stage II may be
regarded as the mid-point of voice change and this is when a falsetto register (C5 to B5)
first appears and (for some) a whistle register (C6 to C7). Stage III (“Midvoice IIa”) is
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 19 of 26

characterised by the greatest vocal instability and the least clear vocal quality. It is only in
the final stage of voice change (Stage V, “Settling Baritone”, also termed “Emerging Adult
Voice” G2 to D4) that the mean sung pitch range opens out again and the voice timbre
begins to adopt a clearer, less breathy quality. However, the number and intensity of
harmonics do not yet approximate normal adult characteristics. Nevertheless, for each
stage of voice change the adolescent male has a (limited) number of pitches that can be
produced comfortably and musically (see the darker shaded elements in the ranges for
male voices in Figure 4a) and it has been possible in recent years to find a greater
awareness by publishers to produce repertoire that is specially written as being suitable for
these changing voices.
In general, age is a poor predictor for establishing voice change stages, with any
given age group likely to encompass several stages. It is possible for an individual to pass
through all stages of adolescent voice change in twelve months, but is it also possible for
this process to be much slower and to last several years. Nevertheless, a summation of
selected UK and Japanese data for over three thousand males, aged nine to fourteen years,
provides some indication of the possible proportions of different categories of voice
change by age group (Figure 4b). As can be seen, the ages of twelve to fourteen have
significant proportions of males whose voices are perceived to have already “changed”, or
in the process of “changing”, whilst embracing a reducing number that are still
“unchanged”. Ideally, choral groups of adolescent male singers in this age range are best
suited, therefore, to music that has been arranged specifically for them in three parts,
using the Cooksey classification guidelines (Unchanged and Stage I on a top line, Stages II
and III on a middle line, and Stages IV and V on the bottom line), rather than to attempt
traditional four-part music in which the tessiturae often are likely to be mismatched with
current singing abilities.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 20 of 26

Figure 4a: Stages of singing voice change for females (based on Gackle, 2000) and males
(based on Cooksey, 2000)

Figure 4b: Extrapolated model of adolescent male voice change by age, based on UK
(Geddye, personal communication) and Japanese data (Norioka, 1994), total n=3,188
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 21 of 26

Factors influencing singing development and the realisation of potential

As can be seen from the previous text, singing in one form or another is an essential
feature of our musical development and behaviour. In each age phase (infancy, early
childhood, older childhood, adolescence), the human voice has a distinctive underlying
anatomy and physiology that is capable of producing a diversity of “singing” behaviours.
These increasingly explore and approximate to the particular sonic features of models that
are available in the soundworlds of the experienced maternal and global cultures. In the
first months of life, these “sung” products are driven by basic human needs, before
becoming more exploratory and melodic in nature as vocal skills develop in the
acquisition and mastery of musical elements. Throughout childhood and adolescence,
singing development is a product of neuropsychobiological activity, potential and change,
interfaced with, and shaped by, particular socio-cultural environments in which certain
patterns of sound characterise the dominant musical genres. At any age, development can
be supported or hindered by a number of factors, such as the appropriateness of a given
singing task set by an adult in relation to current singing capabilities, the expectations of
peers and/or the value placed on singing (and certain types of singing behaviour) within
the immediate culture. Opportunities to engage in vocal play and exploration, to share in
singing games with peers and “experts”, as well as to improvise and compose their own
songs are essential features of musical cultures that foster singing development. Children
who exceed the “norms” reported in the research literature are likely to have been
provided with a nurturing environment that is designed to match, celebrate, enable and
extend individual singing expertise. Others, whose singing is perceived to be “lacking” in
some way, will not have had such appropriate opportunities. For some, entry to
adolescence can confirm their identity as a “non-singer”, as someone for whom music is
seen as an area of “failure”. Yet, everyone has the potential to learn to sing. We need,
therefore, to continue to seek optimal ways to allow children and adolescents to explore
and extend their singing (and musical) birthright. In this, we will reduce the need for
“remedial” action in adulthood, such as the establishment of adult choirs for “non-
singers”. The stories of a lifelong sense of singing “disability” should be confined to
history.
Welch, G.F. (2006). Singing and Vocal Development.
In: G.McPherson (Ed.), The Child as Musician, (pp.311-329). New York: Oxford University Press. page 22 of 26

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i
Rutkowski (1997) Singing Voice Development Measure (SVDM)

1 “Pre-singer” does not sing but chants the song text.

1.5 “Inconsistent Speaking Range Singer” sometimes chants, sometimes sustains
tones and exhibits some sensitivity to pitch, but remains in the speaking voice
range (usually a3 to c4 [note: the pitch labels have been altered to bring them in
line with modern conventions in which middle C = c4, 256 Hz]).
2 “Speaking Range Singer” sustains tones and exhibits some sensitivity to pitch
but remains in the speaking voice range (usually a3 to c4).
2.5 “Inconsistent Limited Range singer” waivers between speaking and singing
voices and uses a limited range when in singing voice (usually up to f4).
3 “Limited Range Singer” exhibits consistent use of initial singing range (usually
d4 to a4).
3.5 “Inconsistent Initial Range Singer” sometimes only exhibits use of limited
singing range, but other times exhibits use of initial singing range (usually d4 to
a4).
4 “Initial Range Singer’ exhibits consistent use of initial singing range (usually d4
to a4).
4.5 “Inconsistent Singer” sometimes only exhibits use of initial singing range, but
other times exhibits use of extended singing range (sings beyond the register lift:
bb4 and above).
5 “Singer” exhibits use of extended singing range (sings beyond the register lift:
bb4 and above).

Welch (1998) A revised model of vocal pitch-matching development (VPMD)

Phase 1 The words of the song appear to be the initial centre of interest rather
than the melody, singing is often described as ‘chant-like’, employing a
restricted pitch range and melodic phrases. In infant vocal pitch
exploration, descending patterns predominate.
Phase 2 There is a growing awareness that vocal pitch can be a conscious
process and that changes in vocal pitch are controllable. Sung melodic
outline begins to follow the general (macro) contours of the target
melody or key constituent phrases. Tonality is essentially phrase based.
Self-invented and ‘schematic’ songs ‘borrow’ elements from the child’s
musical culture. Vocal pitch range used in ‘song’ singing expands.
Phrase 3 Melodic shape and intervals are mostly accurate, but some changes in
tonality may occur, perhaps linked to inappropriate register usage.
Overall, however, the number of different reference pitches is much
reduced.
Phase 4 No significant melodic or pitch errors in relation to relatively simple
songs from the singer’s musical culture.

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