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The Effects of Modeling and Sequence on the Expressivity of Young Voices

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Title: The Effects of Modeling and Sequence on the Expressivity of Young Voices
Language: English
Authors: Craig R. Hurley (ORCID 0000-0002-1273-6694), Rebecca L. Atkins
Source: Update: Applications of Research in Music Education. 2025 43(3):11-18.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Singing, Music Education, Teaching Methods, Music Activities, Music Teachers, Sequential Approach, Middle School Teachers, Middle School Students, Cues
DOI: 10.1177/87551233241249666
ISSN: 8755-1233
1945-0109
Abstract: Choral method textbooks include various strategies on when and how to introduce expression in song acquisition including vocal modeling. In two previous studies, participants who learned expressive elements early in a song-learning sequence (infused-expression) performed those elements more accurately than those who learned them at the end of the sequence (post-expression). However, the infused-expression sequence had an expressive model throughout, whereas the post-expression sequence had an expressive model only at the beginning and end. The purpose of this study was to remove the modeling variance between sequences. Middle schoolers learned two songs with an expressive model throughout, using two different sequences (infused-expression and post-expression). We found no significant difference in expressive accuracy between sequences. When students learned a song with an expressive model, regardless of sequence, students sang with expression. Teachers should consider always modeling with expression regardless of whether or not the objective of the rehearsal is about expressive elements.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475771
Database: ERIC
FullText Text:
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  Data: The Effects of Modeling and Sequence on the Expressivity of Young Voices
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  Data: <searchLink fieldCode="AR" term="%22Craig+R%2E+Hurley%22">Craig R. Hurley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1273-6694">0000-0002-1273-6694</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+L%2E+Atkins%22">Rebecca L. Atkins</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Update%3A+Applications+of+Research+in+Music+Education%22"><i>Update: Applications of Research in Music Education</i></searchLink>. 2025 43(3):11-18.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Singing%22">Singing</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Activities%22">Music Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink>
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  Data: 10.1177/87551233241249666
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– Name: Abstract
  Label: Abstract
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  Data: Choral method textbooks include various strategies on when and how to introduce expression in song acquisition including vocal modeling. In two previous studies, participants who learned expressive elements early in a song-learning sequence (infused-expression) performed those elements more accurately than those who learned them at the end of the sequence (post-expression). However, the infused-expression sequence had an expressive model throughout, whereas the post-expression sequence had an expressive model only at the beginning and end. The purpose of this study was to remove the modeling variance between sequences. Middle schoolers learned two songs with an expressive model throughout, using two different sequences (infused-expression and post-expression). We found no significant difference in expressive accuracy between sequences. When students learned a song with an expressive model, regardless of sequence, students sang with expression. Teachers should consider always modeling with expression regardless of whether or not the objective of the rehearsal is about expressive elements.
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      – SubjectFull: Music Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Music Activities
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      – TitleFull: The Effects of Modeling and Sequence on the Expressivity of Young Voices
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