Singing Tuition for Children & Teens
Pre-teen and early teen voices are still developing - just like their bodies are also developing and undertaking change.
Likewise, children’s cognitive understanding of concepts (both abstract and concrete) as well as their awareness of and understandings about their bodies, its control and movement, is also developing.
Training an immature voice needs to be undertaken with a unique view compared to that of a more mature learner.
While some may aspire to learn certain singing techniques they hear their favourite pop singer perform, many of these techniques are difficult to attain even for the mature adult learner - much less a child! Unlike an instrument (like a guitar or piano) where the sounds are produced externally by body parts we can see on strings and keys, the voice is an internal instrument that is “strummed” or “played” by subtle, internal body parts that can not be seen. They can also be difficult to feel, sense, manipulate and hear. Many singing techniques can only be best attained by and employed by a mature voice.
So, what does one do with a child who is keen to learn how to sing better?
BTM’s first approach to teaching primary-aged children and those in their early teens is to assess each child’s ability to hear and to reproduce sound. BTM also endeavours to assess and be aware of each child’s level of cognitive development, emotional maturity and their understanding of particular vocal, muscular and musical concepts.
Underpinning this approach and each assessment is an environment which seeks to promote fun, laughter and the enjoyment of music.
Depending on these assessments, it may be deemed prudent to progress lessons in various ways: - Perhaps a young child isn't really ready for technical lessons, in which case it might be advisable to hold off lessons for a little while. Sometimes 6-12 months can make quite a difference. - Or perhaps future lessons may be tailored less toward technique and more toward learning simple songs and supporting them in finding comforting in using their voice to explore pitch, rhythm and beat.
- Or indeed, your child may be ready for the gradual introduction to learning the more technical requirements of producing good quality sound and vocal techniques and singing performance.
THE IMPORTANCE OF APPROPRIATE REPERTOIRE FOR THE YOUNG SINGER
A huge consideration for all students (no matter their age) is the selection of appropriate repertoire. While some catchy and popular songs that young people gravitate to might have fun hooks, beats and rhythms, not all songs are appropriate for young singers. BTM looks for appropriate repertoire that is suitable for child’s physical and vocal development and which contains content (language, storyline and concepts) suitable to student’s age, experience, understanding and emotional/mental development. While a child/teen might enjoy bopping along and singing along to a popular song at home or in the car, and they might seem to do fine while doing so, frequently we find that as soon as we get them to sing the song by themselves (accompanied by music, but without the OG artist singing the lyrics with them) the child/teen may have very limited ability to sing the song's melody and rhythm with any degree of confidence or accuracy. Not every song an individual likes is going to be the right song for where the individual's stage of development currently is. Those songs might need to be put on-hold for some time a good base line of pitch, melody, rhythm, timing (and so much more!) are developed. (Pssst... The same can be very much true for adult learners too!) Other key considerations BTM undertakes regarding repertoire include:
IS IT SUITABLE FOR THEIR VOICE?
Think about the following:
Music genre / style / feel
Range
Key
Technical requirements
Performance requirements
IS ITS CONTENT OF THE SONG SUITABLE FOR THE AGE OF THE SINGER?
This is particularly important when choosing songs for young singers.
Does the content contain imagery, concepts and language that is appropriate for a child?
While a child/teen might be able to sing the technical elements of a song well (& may enjoy the groove) remember, singing well also requires the ability to connect with the story and interpret a lyric’s emotion.
Listening to a young person sing about concepts that are entirely too adult in nature makes for an inappropriate experience for the child/teen singing and a very awkward listening experience for the audience. NOTE: If you don't want to explain what the song is about, or, if the concepts are too difficult or adult to explain, then the song is probably not suitable.
EXTRA NOTE: Even if you're comfortable, I may not be! ;)
CAN THEY RELATE TO THE STORY OF THE SONG IN SOME WAY?
Does the story of the song resonate with the singer in some way?
Can they connect with the emotions of the song?
Whether or not a singer interprets the song in the same way as the original artist, finding a way to connect with the song will make a huge difference to the way it is sung. The ability to connect with the story and emotions of the song effects the way it performed in terms of vocalisation choices, facial expressions, gestures, movements etc.
IS THE SONG’S LEVEL OF DIFFICULTY ACHIEVABLE AT THIS STAGE OF THEIR DEVELOPMENT?
We all need to be stretched, but sometimes the requirements of a song might be just outside of our current level of achievability.
If that's the case, we might need to:
choose a simpler arrangement,
work on other songs that will serve as a bridge to develop the necessary skills
alter our timeline and our expectations to allow ourselves more opportunity to grow so that we can then successfully sing the song.
WHICH TECHNIQUES THAT THEY HAVE SOME ATTAINED SOME PROFICIENCY IN, WILL BE REINFORCED IN THE NEW SONG?
New songs can (and should) provide opportunities to reinforce skills, and techniques students have learnt previously. They may also challenge the singer to apply them in new ways, in different tempos, with varying song 'moods', and/or with different lyrical and rhythmic requirements. Often we may find gaps in a singer's ability and understanding that need to be addressed and finessed.
DOES THIS SONG CHALLENGE THEM TO STRETCH OR GROW?
Whether it be new vocal techniques, exploring new elements of a voice’s colour and range, managing new pitch intervals, challenging their breath management, learning new genres and new performing elements, or building pathways to connect with an audience, it is not uncommon to find additional aspects to learn or apply than what we first anticipated.
We should, as appropriate, be challenging singers to grow in their skillsets and to grow their repertoire and style experience.
Closing comments:
At BTM we believe music, sound and singing should be enjoyable — particularly for children and teens. This doesn't mean that it's always going to happy-happy, easy-peasy. We all experience times of frustration when we can’t do what we want to do.
Learning new skills or building on existing abilities requires focused concentration and attention, plenty of practice and resilience, but BTM endeavours to couch these experiences in an emotionally safe and supportive environment, where, as one of the BTM Studio “Rules” states: “There are no failures, only have-a-goes. The only failure, is the failure to try.”
BTM endeavours to tailor-make your child's/teen’s lesson according to their abilities for and in each particular point in time and stage of development.
We work on musicality, listening, sound imitation, sound production, breathing, and the introduction of good voice technique and care.
We will also examine the meaning of the songs we sing, and therefore, how they should be communicated and performed.
Along with a heap of other elements!
It is our belief that all of these aspects will lay a good foundation for the ongoing development of, and enjoyment in, a young person’s singing aspirations and goals as they grow and mature, especially should they wish to continue their singing endeavours later in life.
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