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Singing and vocal instruction in primary schools: an analysis from six case studies in Spain

Published online by Cambridge University Press:  11 January 2016

Albina Cuadrado  and
Gabriel Rusinek
Albina Cuadrado
Affiliation:
Faculty of Education – Office 3007, Universidad Complutense de Madrid, c/ Rector Royo Villanova, s/n, 28040 Madrid, Spainalcuadra@edu.ucm.es
Gabriel Rusinek
Affiliation:
Faculty of Education – Office 2207, Universidad Complutense de Madrid, c/ Rector Royo Villanova, s/n, 28040 Madrid, Spainrusinek@edu.ucm.es
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Abstract

This is an analysis of how specialist music teachers sing and teach how to sing, based on data collected from six case studies carried out in Spanish primary schools. The study aimed at understanding classroom singing practices, and in particular the provision or absence of vocal instruction in relation with teachers’ singing models. The findings support claims for thorough vocal training in the preparation of music teachers to enable them to face the challenges of the profession. Also suggested is the need to provide them with a coherent theoretical framework about the teaching and learning of singing.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 1 , March 2016 , pp. 101 - 115
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Copyright
Copyright © Cambridge University Press 2016 

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