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Singing and vocal development

Welch, Graham F; (2015) Singing and vocal development. In: McPherson, G.E., (ed.) The Child as Musician: A handbook of musical development. (pp. 441-461). Oxford University Press: New York. Green open access

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Abstract

Musical development begins pre-birth through the fetal experiences of the melody-like contouring of our mother’s voice. These earliest experiences form the foundation for subsequent musical, vocal, and linguistic behavior. Ongoing interactions between our individual neuropsychobiological development and the sounds and expectations of the maternal sociocultural environment continue to shape the development of vocal skills, including singing, throughout childhood and into adolescence. By puberty, self-identity (whether tending toward the positive or negative) in relation to the art and expectations of singing in different contexts is firmly established. If exposed to an appropriately nurturing environment, considerable singing skills are normally evidenced. The experience of negative comments during childhood, particularly from adults such as parents and teachers, can have a detrimental impact on singing behaviors and the realization of musical potential. Throughout these formative years from birth onward, individual singing development is usually incremental and positive, but can be inhibited by sociocultural factors.

Type: Book chapter
Title: Singing and vocal development
ISBN-13: 9780198744443
Open access status: An open access version is available from UCL Discovery
DOI: 10.1093/acprof:oso/9780198744443.003.0024
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Singing, vocal skills, musical development, puberty, vocal development, childhood, musical potential.
UCL classification: UCL > School of Education
UCL > School of Education > UCL Institute of Education
URI: http://discovery.ucl.ac.uk/id/eprint/1476725
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