AIRS 2nd Annual Meeting: 2010

Title: Theoretical, methodological, and empirical considerations in singing
Authors: Stefanie Stadler Elmer (University of Zurich Switzerland)

Abstract

Singing is a universal and biologically based ability that develops parallel with speaking or
even precedes it. From the viewpoint of a structural genetic constructivism, singing emerges
from the earliest vocal play - and it is the earliest musical expression. The prolongation of
vowels - one of the culture-free defining features of singing - creates the impression of singing.
Originally, singing is accompanied with positive emotional states (e.g., wellbeing). Singing
enhances social attachment, feelings of social belonging, but also the reverse, social exclusion,
thereby coining cultural identity. In social contexts, vocal sounds become meaningful and are
symbolized, both by producing and by listening. Singing, as music making, is play; however, to
achieve conventionalized forms of using the voice, the child has to learn cultural specific rules.
Vocal and musical behaviours are highly adaptive and constructive. Development is a
construction of actions, starting with sensori-motor activities. Vocal development starts at birth,
and gradually adapts to the cultural surrounding and its conventions concerning language,
music, and social rules. The organization of the actions adapts to the environment, and
gradually is internalized as mental structures. Actions and thoughts become more and more
differentiated, controlled, and conscious. The child approaches vocal sounds to musical and
linguistic symbols through playing and imitating. There are huge individual differences
regarding the development of the musical potential. The developmental course is not agerelated, but can be conceptualized according to newly emerging qualities in the organization of
actions and thoughts. Hypotheses about the developmental sequence are outlined as
consecutive stages. Empirical examples are given to illustrate aspects of development. They are
based on acoustical analyses and include very early and spontaneous song singing at age 1;8
years, and song inventions and song acquisition processes from older children, e.g., 9 years of
age.