The Role of Singing in Music Education

English: The singing ability of youths in South Africa, Germany, Great \nBritain and United States of America is poor. This implies that \nthe merits of singing are not accentuated and that singing is \nnot used optimally in general and formal music education. This \nalso has an effect on multicultural music education. The success \nof folk song singing depends on successful singing activities. \nThe primary reason for the poor singing of youths can be found \nin unstructured singing. \nThe merits of singing in formal music education include the \ndevelopment and improvement of: \n* singing accuracy and correctness \n* aural training \n* inner hearing \n* sight reading skills \n* sight singing skills \n* pitch discrimination \n* speedy memorization. \nEffective use bf the singing voice in formal music education \nincludes: singing themes, motives and phrases. This can ensure a \npractical, music-making approach to aural training, music \ntheory, harmony, composition, form, counterpoint and solo \ninstrument studies. By means of an initial singing programme, young aspiring \nmusicians could be introduced to formal music education. By \nmeans of a music ability test which consists mainly of singing, \na teacher could make recommendations regarding the viability of \ncontinued formal music studies. \nThe merits of singing in general music education include: \n*the development of the voice as each child's primary musical \ninstrument \n* the experience of success regardless of the level of technical \nsinging ability \n* opportunities for self-expression are created \n* the expansion of pupil's repertoire \n* the transfer of culture \n* the ability to listen selectively, to concentrate, to react \nand to evaluate \n* aural training with respect to melody, rhythm, harmony, form \nand dynamics \n* an awareness of and facility in language. \nStructured singing ensures that sufficient attention is given \nto: \n* the quality of singing \n* good choice singing material and song teaching methods \n* singing enrichment \n* singing evaluation. \nStructured singing enables the teacher to identify and develop \nindividual musical talent. \nFor multicultural music education in South Africa to succeed, \nemphasis should fall on singing folk songs of the different \nmicrocultures in South Africa. This is facilitated by taking \nnotice of folk song singing in African, Afrikaans and English \ncommunities.