Teacher perspectives on singing in school education: purposes, approaches and participatory factors

Since the beginning of structured education in Australia, singing has been an expected school activity. By drawing on teacher perspectives, an analysis of the origins, purposes, approaches to and participatory factors of school singing provides insight into the types of singing activities undertaken by school students in Sydney government schools in the early 21st Century. The qualitative research study was undertaken through surveys and in-depth interviews of primary and secondary school teachers. Research findings indicate that a dichotomy exists between singing activities where students use the singing voice and singing activities where students are taught how to use the singing voice. Facilitating a singing activity does not in itself constitute teaching singing, nor does it guarantee that the singing will be developmentally appropriate. In an age where voice science and research should underpin strategies for student vocal development and vocal health, it is imperative that educational advocacy include a cross curricula perspective in voice studies for school education.