In this work five – six year old children’s singing skills education is analysed. Work with preschoolers has moved to show interest in a musical education problem. Today preschool children’s musical education is becoming especially relevant, it gives an opportunity to unravel child’s musical gift and develop competencies. An individual singing skill development programme has been prepared and it is theoretically reasoned and experimentally proved. Recommendations for artictic education teachers have been prepared. Five – six year old children’s singing skills education pedagogigal presumption has been reasoned theoretically and practically. As a reasearch object five – six year olds’ singing skills have been chosen. With this research I have tried to analyse children��s musical abilities, which determine singing education, unfold pedagogical presumptions of their education. I have analysed Lithuanian and foreign scientific and methodological literature about children’s singing skills education; I have diagnosed five – six year olds’ musical abilities, necessary for singing skills development; ways of pedagogical influence, which encourages singing skills development, have been revealed; singing skills alteration possibilities have been reasoned experimentally. The research hypothesis of this work – five – six year old children’s skills will successfully develop if an educator, choosing the repertoir, considers child’s individual and group’s diapason; singing skill... [to full text]

TITLE: Development of singing skills of 1st grade pupils at elementary school AUTHOR: PaedDr. Dana Martinková DEPARTMENT: Department of musical education SUPERVISOR: Doc. PaedDr. Marie Slavíková, CSc. ABSTRACT: Work deals with possibilities of the development first year pupils' singing skills at elementary school on the basis of applying motivation elements of singing activities and the development of the pupil's interest in singing activity during the first year at elementary school. After sketching of the development of opinions on a younger pupils' singing education the author characterizes younger pupil's specialities, deals with a human voice including the development of the child's voice. After defining essential musical terms and a characterization of singing skills deals with a motivation and its applying in a school and in a musical educational process. On the basis of the suggested educational model the largest part of work is devoted to a methodology and a research organization and first of all an evaluation and a presentation of results given questionnaires for pupils' parents, interviews with pupils, tests of musicology and singing skills, found out their voice volume and evaluation of pupils' taking part in singing and other musical activities. The research verified given hypothesis and...

The target of diploma work is to verify possibilities of methodical work in a kidregarden which will conect all aspects of pre-school education together based on a musical fairy -tale. The development of speaking and singing skills wiil be in a center of an atention of the work. Theoretical part of the work will contain explanation of basic musical- psychological expressions in conection with each ethaps of children evolution in a pre-school education. A Special emphasis will lay on a development of motorical, listening, musical, singing and speaking skills. Beside musical and musical-motion activities, dramatical genres will be used. There will be planned a project ( musical fairy tale) in which all points of contemporary pre- school education will be used. All these points will be defined and shortly characterized. In the second part will be introduced project that will have a target to verify how much it is possible to influence speaking and singing skills by musical fairy-tales. Everything will be concepted on a base of holistic aproach in the RVP frame.

Elever i musikklasser med körinriktning i grundskolan ingår i en lokalt situerad musikkultur som är formad av traditioner med rötter i förra seklets första hälft. I denna tradition har konventioner om sång med barn utvecklats. Undervisning i musikklasser sker i stora grupper men den enskilda eleven internaliserar kunskapen om att sjunga individuellt. Varje elev bidrar med sitt individuella kunnande i musicerande tillsammans med andra. Studiens syfte var därför att belysa enskilda elevers lärande om att sjunga. Deltagarna i studien var musiklärare och elever i en årskurs fyra och en årskurs fem i musikklasser med körinriktning. Data samlades in genom observation och videodokumentation av en körlektion i respektive klass och genom enskilda intervjuer med åtta elever. Data analyserades ur ett kulturpsykologiskt perspektiv med fokus på kulturella redskap. Betydelsen av den individuella musikkulturella inramningens synliggjordes liksom elevernas strävan efter kvalitet. Samstämmighet visade sig mellan elevernas beskrivningar av förutsättningar för lärande, där den viktigaste faktorn som eleverna lyfte fram var möjligheten att få sjunga i ett, för eleven, bekvämt sångläge. Ett övergripande mönster i resultaten var att elever uppmärksammar de kulturella verktyg som distribueras i undervisningen med stor variation. / Students, who attend a special musical training which focus on choral singing and is offered in the Swedish compulsory school (i.e. musikklass in Swedish), are included in a locally situated music culture, which is shaped by traditions from the early twentieth century. In this tradition, conventions relating to singing with children have developed. Teaching choral singing in large groups is common in these music classes. However, students internalize knowledge about singing individually. Therefore, each student contributes his or her expertise about singing in music making together with other singers. Consequently, the purpose of this study was to highlight individual student learning about singing in a large choir group. The participants in this study were two music teachers and 8 students aged 10 an 11 years old who attended music classes with a focus on choral singing. Data were collected by observations and video documentations of one choir lesson in each grade and by interviews with the students. Data were analysed from a culture psychology perspective with a focus on cultural tools. The results showed the importance of the individual music cultural framing as well as the students’ pursuit of quality. Furthermore, the results showed consistency between the students descriptions of prerequisites for learning. The most important prerequisite, according to the students, was the opportunity for them to sing in a comfortable singing mode. Finally, an overall pattern in the results was the variation in how students pay attention to cultural tools distributed to them in choral teaching.