Singing at School (Week 6)

This week we briefly discussed how important music is to a child’s education. Despite this, many schools have been cutting resources for music education in place of other KLAs. However, an education in music is crucial to developing students’ skills and knowledge across all curriculum areas and enhancing their educational experience. This video provides a further perspective from the one referenced last week; it highlights the teacher’s beliefs about the importance of music as a motivator, engager and teacher (Williamson, 2010, 2:07).

Teachers often shy away from teaching singing in particular due to a lack of confidence in their own abilities as a musician. However, it is evident in the video that students’ thoroughly enjoy engaging in musical experiences with their teachers (Williamson, 2010, 4:15). Although I myself am a musician, singing has never been a particularly strong point for me. I have therefore decided to include a glossary of important teaching points for me to consider when teaching singing in the future. Hopefully, these points will encourage me to approach the task of teaching singing with a confidence in knowing that I understand the musical concepts.

  • Breathing support – “efficient use of the singer’s stream of breath, controlled primarily by the diaphragm” (Successful Singing, 2014).
  • Posture – the stance adopted when singing (feet shoulder width apart, knees relaxed, hands by side, standing up tall)
  • Articulation – the shaping of the lips, teeth and other structures to make words” (University of Iowa, n.d.)
  • Pitch – “the sound of a particular note” (Successful Singing, 2014).
  • Lyric – the meaning behind the words to the song.



Williamson, K. (2010). The case for music in schools. Retrieved April 13th, 2014, from

Successful Singing. (2014). Glossary of singing terms. Retrieved April 13th, 2014, from

University of Iowa. (n.d.). Voice academy glossary. Retrieved April 13th, 2014, from


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