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Abstract
The purpose of this study was to gain insights regarding inconsistencies between song ranges utilized by basic music series texts and voice ranges found natural to children. Specifically: (1) To examine the effectiveness of two modes of instruction on kindergarten children's singing voice achievement and developmental music aptitude over time; (2) To determine if differences exist between gender for use of singing voice and developmental music aptitude; (3) To determine for each gender the effectiveness of the two modes of instruction; (4) To determine if teacher differences play a role in the effectiveness of the two modes of instruction; and (5) to determine the nature of the relationship between kindergarten children's use of singing voice and developmental music aptitude prior to instruction and immediately following the instructional period. Treatments were randomly assigned to six intact groups, two modes of instruction by three teachers. One treatment utilized song material which employed restricted song range and the other treatment utilized song material which employed the song ranges found in the commonly used kindergarten level basic series books. Subjects in the treatment groups received music instruction once a week for 30 minutes over a 15 week period. A control group did not receive music instruction from a music specialist. Pretest and posttest batteries, comprised of The Primary Measures of Music Audiation (PMMA) and The Singing Voice Development Measure (SVDM), were administered to all subjects immediately prior to and following treatment. Replicated design multivariate analyses of covariance and Pearson Product moment correlations were performed. No significant differences were found between the: (1) control group and treatment groups; (2) treatment groups; (3) control group and treatment groups by gender; and (4) treatment groups by gender. A significant interaction between treatment groups by teacher existed. Correlation coefficients between the indices of PMMA and SVDM were small. These results suggest that: (1) music instruction once a week for 30 minutes over 15 weeks may not be sufficient for kindergarten children; (2) the curriculum utilized was ineffective; (3) differences by gender are minimal; (4) teacher behaviors/attitudes may play an important role in student voice achievement; and (5) a small relationship exists between developmental music aptitude and use of singing voice.
