This study assessed the effectiveness of group training using vocalises upon the vocal register classification, register transition skill, pitch accuracy, and singing habits of second grade students. Students were tested on measures of vocal production on pretests, midtests, and post-tests.;Intact classes were assigned to one of three instructional approaches using identical songs in different ranges. The vocal training group was instructed in the use of head voice for singing through practice with vocalises and songs, primarily in the range E2 to G1. The other two groups received no vocal training: (a) the repertoire group sang songs in the range used in the vocal training group; (b) the control group sang songs in a low, limited range (C1-G1/A1).;Instruction with vocalises produced improvement in the singing skills of students in the vocal training group. Students learned to use head voice in singing; to make transitions between vocal registers; to sing descending and ascending scales; and to sing more accurately throughout the range E2 to C1 on test songs.;Additional findings were that (a) children had formed singing habits by the age of eight; (b) head voice training (utilizing vocalises) was effective in breaking poor singing habits; (c) pitch accuracy in lower range was NOT a prerequisite for learning to sing using head voice; (d) range extension was contingent upon development of the voice from upper range (D2) downward; and, (e) pitch accuracy in the range E2-C1 was related to register transition skill.;Exclusive use of chest voice by second graders was associated with speech-like production, restricted vocal range, difficulty in matching starting pitches above D1, high levels of pitch inaccuracy, and difficulty in singing songs. Thus, results suggested that children should be taught from an early age to sing using head voice, a production which encourages optimal vocal development throughout childhood and adolescence.
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