In Part 2 of our three-part series on the boy’s changing voice Dr. Terry J. Barham provides insight into the voice test process.
When determining a boy’s voice part, Dr. Barham suggests the teacher establish a welcoming environment, completing the voice test individually (although group settings are also acceptable). To begin, identify the student’s spoken pitch. Next, find the student’s range and evaluate their listening ability and tone quality. Finally, chart the student’s range, and discuss the potential vocal challenges the student might experience as their voice continues to develop.
To watch ChoralEd, Episode 29 on YouTube click HERE.
J. Young says
I was really hoping this was going to be new information or research. Instead, here are the same tired, ridiculous comments about boys voices first published in the 1950’s, with total disregard to any knowledge coming out of Europe. Having exhaustively reviewed this line of reasoning, all studies pertaining to the “changing voice”, determining vocal ranges, and how teachers can effectively deal with those students: its utter nonsense. Please leave this ancient line of educational thinking in the museum of 1950’s where it belongs. Look to Europe and beyond, where boys voices are healthily produced yearly, and none of this inane pearl clutching over how many notes an individual can sing.
Except the world, demand the best out of the boys, they will deliver. If a specific boy can’t sing soprano anymore, let him sing alto. Whatever is done, don’t force them to sing tenor because of a need for more tenors overall. Dangerous and long lasting effects can be seen from vocal teachers forcing boys to sing tenor because they need more tenor voices for a concert.
They will naturally progress, and naturally understand those higher notes may not be available anymore – don’t worry. Move them to the back rows. There is certainly no need to create a special snowflake voice part for an individual because of their current mutation. Pure nonsense.