Potential use of singing in educational settings with pre-pubertal children possessing speech and voice disorders: a psychological perspective

Abstract

Link to this article: http://journals.cambridge.org/abstract_S0265051708007894How to cite this article: Tiija Rinta (2008). Potential use of singing in educational settings with pre-pubertal children possessing speech and voice disorders: a psychological perspective.

‘I'm not sure if I can . . . but I want to sing!’ Research on singing as a soloist through the art of improvising verses

“…In relation to the specific case of music education, it should constitute a step towards achieving the goal of normalising the activity of singing on a social level, so that it belongs to the community rather than just a well-trained musical elite (Mills, 2000). In addition, it should be understood as an opportunity to generate positive experiences at school with regard to solo performance, which remains a basic issue from a psycho-pedagogic standpoint (Abril, 2007; Rinta, 2008).…”

“…1 The most usual approach has been based on the idea of singing as a social experience and, more specifically, as a collective singing activity. This circumstance is fruit of the enormous influence of choral singing in Catalan society and music education (Casals et al, 2010), but it is also the consequence of the psycho-pedagogic conception that singing in a group has a positive effect on learning and psychological well-being (Rinta, 2008).…”