JRME1993,VOLUME41, NUMBER3, PAGES233-245 233

Thepurposeof this studywas to examinethe attitudesof elementarymusicstudentstoward

singing and choirparticipationin relation to grade level and gender, classroomsinging
activities, previous and currentout-of-schoolsinging experiences,and degreeof singing
skill, bothself-perceivedand assessed.Data wereobtainedfrom 542 third-throughsixth-
grade childrenfrom responsesto a questionnaireand from taped singing performances.
Cross-tabulations of responsedata showedthat most subjectsindicateda positive attitude
towardsinging, but less than half wereinterestedin choralsinging. Girls, youngerstu-
dents, thosewho likedto sing, and thosewho wantedto sing in a choirgenerallyresponded
morepositivelyto most questionnaireitems.Fourth and fifth gradershad higherscoreson
one aspect of singing accuracy,but no othersignificant differenceswerefound between
singing skill and othervariablesin thestudy.

Charlotte P. Mizener, Universityof Texas-Pan American,Edinburg

Attitudes of Children toward

Singing and Choir Participation
and Assessed Singing Skill
In spite of the facts that many children receive music instruction throughout
the elementary school years and that singing seems to be the predominant activity
in music education in the elementary school (Forsythe, 1977; Moore, 1987), the
incidence of participation in choirs and choral music classes is relatively small at
the secondary-school level compared to participation in elementary school. A sur-
vey contracted by the Center for Education Statistics showed that, across the
United States, 23% of students in seventh and eighth grades participated in
choral music, but that figure dropped to 12% for eleventh and twelfth graders
(Center for Education Statistics [CES], 1988). In addition, Castelli (1986)
observed a decline in enrollment in choral music classes, especially among boys.
Although factors associated with the decline in positive attitudes toward
singing and choir participation-demonstrated by reduced enrollments in choral
activities between middle-school grade levels and high-school grade levels-have
not been clearly identified, attitudes toward music in general are least positive
among children in the upper elementary grades (Broquist, 1961; Taebel & Coker,
1980; Vander Ark, Nolin & Newman, 1980). Several factors, among them grade
level and gender, seem to be related to attitude toward music and singing. Positive
attitude toward school music activities has been found to decline with each
advancing grade at the elementary level (Haladyna & Thomas, 1979; Taebel &

For copies of this article, contact Charlotte P. Mizener, Department of Music, The
Universityof Texas-Pan American,1201WestUniversityDrive,Edinburg,TX 78539.

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234 MIZENER

Coker, 1980; Vander Ark, Nolin, & Newman, 1980), and research data indicates
that, at all grade levels, girls generally hold a more favorable attitude toward
music than do boys (Crowther & Durkin, 1982; Vander Ark, Nolin, & Newman,
1980).
Additional factors identified as having relationships to attitude include playing
instruments (Broquist, 1961; Murphy & Brown, 1986); out-of-school music experi-
ences, including parental attitude and musical involvement with the child (Brand,
1986; Mawbey, 1973); and self-concept and self-esteem (Nolin & Vander Ark,
1977; Svengalis, 1978).
In the fields of mathematics and the visual arts, some investigators have found
that training and skill in the subject matter are related to positive attitude toward
the subject (Hollingsworth, 1983; Schofield, 1982). Applying the evidence from
mathematics and art to the field of music, music educators might assume that
good singing skills will result in a more positive attitude toward singing and in
continued enjoyment of and participation in choral activities after the elementary
years. In addition, a greater enjoyment of singing through improved singing skill
might be assumed to lead to a more positive attitude toward music and toward
participation in choir.
Researchers have described how attitudes toward music are related to grade
level, gender, classroom music activities, parental involvement, out-of-school expe-
riences, and self-concept and self-esteem, but little is known about the relation-
ship between singing skill and attitude toward singing. Information about the rela-
tionship between singing skill and attitude could strengthen or weaken the
assumption that better singers have better attitudes toward singing and thus have
greater incidence of participation in choirs. The information might also give sup-
port to the practice of singing receiving the greatest share of instructional time in
music. The purpose of this study was to examine the attitudes of elementary music
students toward singing and choir participation in relation to grade level and gen-
der, classroom singing activities, previous and current out-of-school singing expe-
riences, and degree of singing skill, both self-perceived and assessed.

METHOD

A questionnaire designed to investigate relationships between attitudes and the

other variables consisted of 44 items whose response modes varied according to
the nature of the item. (The complete questionnaire is available from the author
on request.) Items on the questionnaire were grouped into five categories: (a)
singing interest, (b) choir participation, (c) classroom singing activities, (d) out-
of-school singing experiences, and (e) self-perception of singing skill. Items in the
singing interest category of the surveywere designed to elicit responses regarding
attitude toward singing in general and singing under specific circumstances and
to examine certain conditions that might influence attitude toward singing. The
choir participation portion of the questionnaire was developed to determine the
incidence of interest and membership in a choir and to investigate selected situa-
tions that may influence choir participation. In the classroom singing activities
section of the questionnaire, items were devised to determine any relationships
between singing attitude and selected common classroom music activities, such as
singing from basal series books, singing with various forms of accompaniment,
singing in conjunction with movement activities, and academic instruction from
the teacher about songs. Items in the out-of-school singing experiences section
were intended to give information on students' perceptions of the extent of family

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 JRME 235

involvement in music and parental participation in musical activities with chil-

dren. The items in the self-perception of singing skill section were developed to
provide information on the student's perception of his or her own singing skills
and were also used to determine possible relationships between perception of
singing skill and attitude toward singing.
The questionnaire was read aloud in a classroom setting to the students, who
had answer sheets on which to respond to the items. Answer sheets were distribut-
ed and collected in a single session. In addition, a portion of the students was
selected to be tape-recorded for an assessment of singing skill.
A pilot study was performed with 78 third through sixth graders to test the suit-
ability of the procedures and of the questionnaire. Appropriate revisions in
administrative procedures, the questionnaire itself, the answer sheet, and assess-
ment-of-singing-skill procedures were made on the basis of the pilot test. Data
from the pilot survey and the assessment of singing skill were analyzed to clarify
analysis procedures and to obtain preliminary results.
Subjects in this study (N = 542) included third- through sixth-grade students
from seven schools in a large urban school district who returned parental permis-
sion forms. Of the total, 28% were third graders (9% boys, 19% girls); 30%,
fourth graders (11% boys, 19% girls); 24%, fifth graders (10% boys, 14% girls);
and 18%, sixth graders (7% boys, 11% girls). After the collection and tabulation
of data from questionnaires completed by these subjects, 23% of the subjects were
selected for a tape-recorded evaluation of singing skill. Each subject from this
sample (n = 123) sang two familiar songs: "Jingle Bells" and his or her choice of
one of several familiar folk songs. For 'Jingle Bells," the starting pitch of E was
given on a pitch pipe, and the researcher sang the first phrase of the song. The
subject then sang the starting pitch on a neutral syllable, with assistance as neces-
sary to match the pitch as accurately as possible. Some subjects, however, never
matched the pitch. The subject then sang the song without further assistance.
After hearing the beginning pitch a second time, the subject repeated the song.
Following "Jingle Bells," the subject chose one additional familiar song from a list
of songs thought to be familiar to most elementary school students. The list
included 'Twinkle, Twinkle," 'This Old Man," 'Yankee Doodle," and "Are You
Sleeping?" The subject sang the selected song beginning at any comfortable pitch.
A 7-point set of criteria for rating singing accuracy based on criteria used by
Smith (1973) and by Flowers and Sousa (1988) was designed for analysis of
singing accuracy. The following is a list of the criteria and respective singing-accu-
racy ratings: Begins and ends in same tonality, with no loss of tonality within the
song and no noticeably inaccurate intervals = 7; begins and ends in same tonality
with no loss of tonality within the song but with some noticeably inaccurate inter-
vals = 6; begins and ends in same tonality but with loss of tonality within the song
and some noticeably inaccurate intervals = 5; ends in tonality different from
beginning tonality, with some noticeably inaccurate intervals and/or an abrupt
shift in tonality within song = 4; begins and ends in same tonality but with little
pitch variation around the tonal center = 3; ends in tonality different from begin-
ning tonality, or ends in spoken tones, with little pitch variation around the tonal
center = 2; has no clearly established tonal center and most intervals are inaccu-
rate, or is chanted in spoken tones = 1.
Rhythmic accuracy was indicated simply by "yes"or "no" on the data sheet. A
rating scale for rhythmic accuracy was not created since the pilot study indicated
that few, if any, singers made rhythmic errors in singing familiar songs. In addi-
tion, the National Assessment of Educational Progress [NAEP] (1974) showed

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236 MIZENER

that subjects of all ages sang the rhythm of a familiar song with at least 90% accu-
racy and that rhythmic accuracy remained high even with considerable melodic
inaccuracy.
Analysis of 25% of the audiotapes provided reliability data. Two independent
reliability observers, both experienced in working with singers of elementary-
school age, rated the tapes. Reliability was calculated by the method of agree-
ments divided by the sum of agreements plus disagreements. Observers achieved
reliability levels of 100% for beginning pitches, 98% for ending pitches, 86% for
melodic accuracy, 100% rhythmic for accuracy, and 84% for the better trial of
'Jingle Bells" for a combined reliability level of 94%.

RESULTS

Data from the questionnaire responses were analyzed by cross-tabulations to

determine relationships between the variables in the study: grade level and gen-
der, singing interest, choir participation, interest in classroom singing activities,
out-of-school singing experiences, self-perception of singing skill, and assessed
singing skill.

Interest in Singing and Choir Participation

Cross-tabulation procedures showed that most subjects (78%) liked to sing

(see Figure 1); however, positive responses to the question, "Do you like to sing?"
declined as grade level increased [X2(3, N= 537) = 16.45, p < .001]. A smaller per-
centage of boys (64%) than of girls (87%) gave a positive response [X2(1, N =
537) = 37.23, p < .001]. Slightly less than half the subjects (47%) indicated an
interest in singing in choir. As shown in Figure 2, a significantly greater propor-
tion of girls (55%) than of boys (33%), however, wanted to sing in a choir, [X2(1,
N= 538) = 24.25, p < .001]. There was a strong relationship between wanting to
sing in a choir and liking to sing, but less than half (45%) of those who liked to
sing wanted to sing in a choir, [X2(3, N= 535) = 95.87, p< .001].

Grade Level and Questionnaire Responses

The tendency for attitude toward music and singing to decline with increasing
grade level was evident in responses to items about singing interest and choir par-

By GradeLevel:
Grade3 (n = 149) 6% , 14% I
Grade4 (n = 158) 2 18% I
Grade5 (n= 129) 7:% 28% 1
Grade6 (n = 101) 67 33% I

By Gender:
Male (n = 201)I 64% 36%
Female(n = 336) 187% 13% I

Legend: U Yes O No

Figure1. Percentages of positive/negative responses to the question "Do you like to sing?"

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 JRME 237

ticipation. For most items, examples of which are given in Figure 3, responses rep-
resenting a more positive attitude decreased with grade level. Items selected for
inclusion in the figures are representative of those for which there were notable
grade-level differences. Regardless of grade level, gender, or attitude toward
singing and choir participation, however, certain factors included among the
questionnaire items did not seem to influence students' decisions about choir par-
ticipation. Most students indicated that the wishes of their families and the atti-
tudes of friends and peers did not have a direct bearing on their decisions about
choir participation. For example, 82% responded "not true" to the item regarding
family attitude toward choir participation [x2(9, N= 539) = 36.41, p < .001], and
72% responded similarly to the statement concerning lack of interest in choir
because of having no friends in choir, [X2(9, N= 541) = 17.83, p < .04] (see Figure
3).
The trend toward more positive responses among younger subjects continued
for most items regarding interest in classroom singing activities and out-of-school
singing experiences. Notably, third graders (29%) were more tolerant of listening
to teacher explanations [X2(9, N= 539) = 49.14, p < .001], and they preferred
singing with piano (46%) to singing with records or tapes [X2(6, N= 533) = 19.65,
p < .004]. Fifth and sixth graders were similar to one another in their low positive
responses to several items. Ten percent of fifth graders and 12% of sixth graders
said they liked to sing from the songbooks [X2 (9, N= 539) = 72.87, p < .001], and
3% of fifth graders and 6% of sixth graders said they liked to clap while singing
[X2(9, N= 540) = 76.08, p < .001]. More than a third (35%) of the sixth graders
preferred less active, stationary singing games [X2(3, N= 531) = 18.18, p < .001].
Younger students reported more often that family members liked for them to sing
songs, that someone sang to them when they were younger, and that they sang
with their families. Similar results were obtained regarding items on self-percep-
tion of singing skill, but there was a rather large "not sure" response from all
grade levels.

Gender and Questionnaire Responses

For the items of singing interest where there were significant differences in
response between the two genders, girls responded more positively than boys,

By GradeLevel:
Grade3 (n = 149) 53 47% 1
Grade4 (n = 160) 47 53%
6
Grade 5 (n = 129) _ _ 58 1
Grade6 (n = 101) 45 55% 1

By Gender:
Male (n = 200) 67
Female(n = 338) % 45% I

Legend: * Yes 0 No

Figure 2. Percentages of positive/negative responses to the question "Do you want to sing in
a choir?"

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 Grade
6(n ==160)
Grade
4(n
~Grade 129) =(n : : I

238 MIZENER

Grade 3 (n = 148) s0% :::;:: .:%

.8..':.'.tV l.10 I
Grade 4 (n = 162) ..
:-,.. -L-79%
. :j14%!,ifi 6% 1
Grade 5 (n = 129) _ =% - ~14%-..-z..:.I '::
,3%g:-LiJ 10% i

Grade 6 (n = 101) _--; _--43 n24- _t,s,,'-,,

"Itis funto singwitha few friendsor peoplein myfamily."

Grade 3 (n = 150) |491 :li:BE:>:: ,:%..

..,:.:,:.::5: ;t 23% I

Grade 4 (n = 162) . .
% .;' .% . .:.:,13% ......: ..........

Grade 5 (n = 129) / l M16%i ........7%:.'...:... 30%

Grade 6 (n = 101) %U :........:;::::.:.:;::....
.s:::`: `46%... 37% 1
"I think that everyone should sing, not just the singers on radio, TV, or records."

Grade 3 (n = 149) . .;. . ...... ...... 5% i

f1pl ::
*. .....--. /3%,.: "r:'"-.1:'' :.: :
Grade 4 (n = 160) I*1........
..Em.. .,. *' .. i/ ;
:..:.::...:.::::.............. ...,....1'..:.s. :::::::...::
.r.,.>.....
...'......;.
>
.........:. 16%
6% i
3%2%
Grade 5 (n = 129) :. ....;.5%
........w ::
:S:. ...
2%
Grade E.=:*:
6 (n = 101)I101) .......:.1.:.... ==== .. . .. *
:`.:...:=:==.=::=:=
=.::*::'S::::: = .....................:i:;!............
."::::=:`:..... :.:s l4:
"Idon'twantto be in choirbecausemy familydoesn'tlikeforme to be in choir."

Grade 3 (it = 150) .** .. '' 3

j'6%
Grade4 (n = 161) ] .......
::::.....:.::.: '::::::::: :% ..
Grade 5 (n = 129) 9%9 ..w..G
:. a4(=6) ;!:
: ..s:
........
:::.'.'
:c.:::-.
...:: -ss:. .............
I:::::=.::"':.
;:.: . .... :[
% ...... .... 6%
Grade 6 (n = 101) l0K ] =/6%':b..,
io.:.. ' ,,....=::::.:.:.:::,:
' ; .
.... -
'' B'*=:::.:> = =
"Idon'twantto be in choirbecauseI don'tknowanyonein choir."

Grade 3 (n = 150) Ei1.[11 3%i:: - '- -" 4%......

;::...;..::::- 19% 1
Grade 4 (n = 162) 1E[/1aa5%_i: - ',^...it : t, .rr.
' : = 16% 1
Grade 5 (n = 129) II l18m/
:70/ . .
%S*:'*w::::.*."*'*:~::-::-.--:.>........:.
... ""............... . Iz
: :.'. :. .i! 20% i
Grade 6 (n = 101) % ::.
..:. .:: ::... :.::::.::: .:: 67%. ::.: . 1%
"Asone of my afterschoolor Saturday
activities,I mightchooseto singin a choir."
- -.-.:-'- -
Grade 3 (n = 150) _~% ----g----
'0%.: 5%1
Grade 4 (n = 159) 14h- 6% ;t"2%.:::
-- : --3%
Grade 5 (n = 129) _:.;a
.lu. , I``%W ` `.-:. :%.. 11% I
Grade 6 (n = 101) .12l `:... 142..4%
,:*:%
"Inmusicclass,I like it whenwe sing songsfromthesongbooks."
Legend: * True i Sometimes El Nottrue E Not sure

Figure3A. Percentages of responses to selected questionnaire items by grade level.

especially to the items about singing with the radio [X2(3, N = 541) = 27.96, p <
.001] and singing with friends [X2(3, N= 540) = 31.16, p < .001], as shown in
Figure 4. Girls uniformly expressed more positive answers to choir participation
items, and they indicated a greater overall interest in classroom activities. The per-
centage of girls giving positive responses to items regarding out-of-school singing
experiences was almost always greater than the percentage of boys answering posi-
tively, and girls generally indicated that they sang well more often than boys [x2(3,
N= 539) = 15.99, p< .002].

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 JRME 239

Grade 3 (n = 150) 6 252% ' 7%i I

2%' 2*'"1~:'"'"9>, :-
Grade 4 (n = 159) 4 3% 6%
Grade 5 (n = 129) ' I
176....x2% '"'.,. -,'-A,5%
Grade 6 (n = 101) 2Z2% s .. .
"Ilikeit whenwe listento themusicteachertellus all aboutthenotesof a song
beforewe startto sing."
3%
Grade 3 (n = 150) __ ______
____
134 26% :-. .'.
' 37 % ."'.
Grade 4 (n = 160) ;: 3%
E:.;.]46%[ . i
3% 4%
Grade 5 (n = 129) 93u .54%2 [in.,.;i. ::: I!
6%
Grade 6(n= 101) M 9 i,9'
%M .i'..;..; . ........2%
............... 73 . ;:
"Inmusic class, I like to clap the rhythmof the words while we sing a song."

Grade 3 (n = 150) r T9 17'2%_j"'5% [:..'Sl 13% 1

Grade 4 (n = 162) - - 36% "'i"" Z12% 11%

Grade 5 (n = 129) ! 2,....-..L 16%

Grade 6 (n = 101) .-_:_w. . . . . .. ..25 .i

"Someonein my familylikesforme to singsongs."

Grade 3 (n = 150) 38 .
.::19%-.'-c1,.-'.: 17% I
Grade 4 (n = 160) 9 .i.- 19.. . ~l 23%
I
Grade 5 (n = 128) -_ 26% s"'.28% f-'-i':l 22: ]
Grade 6 (n = 101) __ 1._ , '.i35%I ':.
,-" 15% 1

"WhenI'mat home,someonein my familylikesto listento me singsongs."

Grade 3 (n = 150) 414%U;."'l13% :,! 24%!

33%
Grade4 (n = 160) 14% 113%[.....
I
Grade 5 (n = 128) %
: ..:' [!:.I.:!:':: 34% I
Grade 6 (n = 101) 2413% . 1 36% I

"I'ma good singer."

Legend: * True U Sometimes El Not true 0 Not sure

Figure3B. Percentages of responses to selected questionnaire items by grade level.

Attitude toward Singing and Choir Participation and Other Questionnaire

Responses

With the exception of a few items for which responses were not significantly
related to singing attitude, results supported the logical assumption that students
who liked to sing and who wanted to be in a choir would give more positive
responses to all questionnaire items than those who did not like to sing or did not
want to be in choir. Certain activities in the classroom singing section, including
singing with records and tapes and playing less active games, were selected slightly
more often by students who did not like to sing when given a choice of several
classroom music activities. Students who liked to sing and those who wanted to
sing in a choir answered the items on self-perception of singing skill much more
positively than did those who did not like to sing or did not wish to be in choir.

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240 MIZENER

Grade 3 (n = 147) 46 3% 1Z2%

Grade 4 (n = 159) 38%M .u. . . _Ms 54% __-
---t----- 9% 1
-------
Grade5 (n = 126) _ = E uu44% .49%n MMV_ z 7%1
- 3%
Grade 6 (n = 101) 28% - 69% -- I

"Inmusic class, I like it most when 1) we sing songs with the piano , 2) we sing
songs with records or tapes i, or 3) we sing songs without piano or recordsQ ."

Grade 3 (n = 147) _ i n '-- ,63% -- -

!_
12%
Grade4 (n = 158) 21%
1%64 l

Grade 5 (n = 126) _ 26 w 63%_- Il_o 1

Grade 6 (n = 98) _. 9-? | 74% ---- 7% 1

"Inmusic class, I like it most when 1) I get to play bells and sing l, 2) I get to play
drums and sing M, or 3) I get to play rhythm sticks and singfl."

Grade 3 (n = 147) _7I 13% i

Grade4 (n = 159) i 26% I
Grade 5 (n = 126) 29% i
Grade 6 (n = 99) E 35% I

"Thesinging games I like best in music class are 1) the ones where we get up and sing
and dance and move aroundthe room * or 2) the ones where we sit or stand at our
places and sing and do motions 5."

Grade 3 (n = 147) I a7%14 X87% 1

Grade 4 (n = 158) m37l7%M 80% I
Grade 5 (n = 126) 14%10%l 75%
Grade 6 (n = 99) _ / 8%M 64% 1

"The songs in our song books are 1) too high and hard to sing I, 2) too low and hard to
sing 3, or 3) just right and comfortable to singO ."

Figure 3C. Percentages of responses to selected questionnaire items by grade level.

Assessment of Singing Skill

Three factors related to singing skill were used in the analysis of data for the
assessment of singing skill: pitch matching, melodic accuracy in the better perfor-
mance of 'Jingle Bells," and melodic accuracy of the second song. Figure 5 shows
the results of the analysis by grade level. Ninety-five percent of all subjects in the
singing sample matched pitch, [X2(3, N= 123) = 2.48, p < .48]. The only signifi-
cant relationships found between the singing skill items and the other variables in
the study were between grade level and melodic accuracy of "Jingle Bells," in
which fourth- and fifth-graders had more high scores (6s and 7s), and third- and
sixth-graders had more low scores (Is, 2s, and 4s) [X2(15, N= 123) = 30.16, p <
.02]. The most surprising results of all were that no significant relationships were
found between self-perception of singing skill and assessed singing skill or
between liking to sing or wanting to sing in choir and assessed singing skill.
Results indicated that students who thought they were good singers did not
demonstrate significantly better singing skills than did the students who did not
think they sang well. Furthermore, students with higher singing skills ratings were

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 JRME 241

3%
Male (n = 201) 43 _ =42 %
42 g . I..
12%
4%<1%
Female (n = 340) 33__ ___ 63% W
"WhenI hear songs on the radio, I enjoy singing along."

Male (n=201) 2 37% . " :125% ...'...t O1% I

Female (n = 339) _- 30% .A 12% [i 7% 1
"Itis fun to sing with a few friends or people in my family."

Male (n = 201) _24% 1;24% 25% 1

Female (n = 338) % 16% i:1......
~ii 12% f..1.:l. 35%
"I'ma good singer."

Legend: I True I Sometimes 0 Not True i Not sure

Figure4. Percentages of responses to selected questionnaire items by gender.

no more likely to want to sing in choir than those with lower singing skills ratings.
Attitudes toward singing in choir do not seem to be related to singing skill or to
self-perception of singing skill.

DISCUSSION

The results of this study suggest that most students at all grade levels like
singing under certain circumstances. Therefore, the music educator has many
opportunities to use these preferred singing circumstances to enhance the posi-
tive attitudes of students, especially of those who initially say they do not like to
sing. For example, almost all of the sixth graders in the present study reported lik-
ing to sing with the radio, at least sometimes, in spite of the fact that a large num-
ber of them replied that they did not like to sing in general. The music educator
might take advantage of this information by selecting musically appropriate songs
similar to ones that the students might hear on the radio and using them as part
of the classroom song repertoire. If songs used in the music classroom are chosen
without regard to age- and grade-appropriateness, then song repertoire in the
music classroom may contribute to negative attitudes toward singing, since "class-
room music" may seem unfamiliar, and it may be different from the current popu-
lar style of music that many children apparently prefer. The music educator will,
of course, select all song material, contemporary and classical, composed and folk,
with careful consideration of its musical quality.
Results of this study indicated that most students thought singing was an activi-
ty equally suited for boys and girls, but boys may be reluctant to say that they like
to sing because in contemporary American society, males are not often encour-
aged to be recreational singers (Gates, 1989). The music teacher can plan activi-
ties to strengthen and support positive gender identification in music, such as hav-
ing men who are active in singing organizations in the community visit the music
class and talk about the importance of singing in their lives. Using male singers in
classroom music listening activities and drawing attention to men participating in
social singing activities could bring about more positive attitudes toward singing
among boys at the upper elementary level. In reality, such activities should be pro-

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242 MIZENER

Pitch Matching (Initial pitch of "JingleBells")

Grade 3 (n = 34) _94
Grade 4 (n = 36) 792%
M=
Grade 5 (n = 28)
4%
Grade6 (n = 25) _ _

Legend: * Yes 0 No

Melodic Accuracy ("JingleBells")

Grade 3 (n = 34) 15% - --l
- 38% :.115% .:l12%
. Iil 21% 1
Grade 4 (n = 36) 9%l lM9% :3Y..-.8% - i-- 2- E 25"%

Grade 5 (n = 28) .f32 1::2:9%I :

:::: -
:i!l 339%
Grade 6 (n = 25) --.- 44- ---11%
_ _ - 116%t!!!iiil 36% I

Legend: 1I 2 13 i 4 El 55 6 7
low high
Melodic Accuracy (Self-Chosen Song)
3% 6%
Grade 3 (n = 34) 119%U .....41% -- 9%!]
[Ji- i:-~ .:iii -- I-
1:.....9%:.:ii 124%
24%- :i.i...iiil1:
9Y%9%
Grade 4 (n = 36) _8% S l
31% _8:/% I :::5:i::: 8%1 ::
:::::%
:~:j::: :I 19%
4%
Grade5 (n = 28) 4
46%=- :::::::::::: :
s1.....============ :::: : -
':::::::
.-:. 14%

Grade 6 (n = 25) f 32l% ::

1"::::%!. :
::28%I:::;::;:-:::::::::
: 28%

Legend: i1 I 2 13 I 4 B 5 6 5[ 7
low high

Figure 5. Percentages of ratings on assessment of singing skill by grade level.

vided for boys in the lower elementary grades because evidence indicates that atti-
tudes toward music are well-developed by the age of 8. Furthermore, educating
young children, especially boys, about the changing voice and informing them
that it is important for boys to continue to sing when they start to experience
voice change should be a part of the elementary music program.
In spite of the strength of many elementary music programs, it seems that,
even among girls, interest in choir participation is not as strong as music educa-
tors would wish. These results parallel recent research suggesting that among
adults, female as well as male participation in public choral singing is declining
(Gates, 1989). Choir in high school does not seem immediately attractive to a
large number of students, possibly because they are not familiar with the choral
opportunities at the secondary level. Furthermore, students have numerous aca-
demic options, both required and elective, and extracurricular activities among
which to choose. The number of "not sure" responses regarding possible future
participation in choir in the present study, however, may suggest that, with some
familiarity and encouragement, more students could become interested in choir
participation. Judging from results of this study, increasing the interest of young
students in choir may best come from sources within the school since, in general,
the opinions of family, friends, and peers did not exert much influence on the
subjects' desire to be in choir.
Responses to items about classroom singing activities suggest many ways in
which the music educator might promote more positive attitudes toward singing.

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 JRME 243

Use of the songbooks is not generally perceived as an objectionable part of music

class, although there is an increasing dislike at the upper grade levels.
Furthermore, among sixth graders of both genders and boys of all grades, the
most favored accompaniment for classroom singing was records or tapes. Well-
planned use of the basal music series books, including judicious use of records
and tapes for singing accompaniment, may help the music teacher to promote a
more positive attitude toward music class and toward singing. Music teachers may
be able to improve attitude toward singing and toward music by including in their
lesson plans, on a regular basis, some of the activities preferred by students. For
example, planning drum accompaniments to singing; playing stationary games as
well as active moving games; and including some songs with narrower ranges and
lower tessituras (preferred by students who do not like to sing) may have a posi-
tive effect on students' attitudes toward singing and music class.
Although rhythmic activities, including clapping, tapping, or playing rhythmic
patterns or the rhythm of the words to a song, are generally considered important
by elementary music educators (Jellison & Wolfe, 1987), most students in the pre-
sent study disliked clapping the rhythm of the words in a song. These results are
similar to results obtained by Murphy and Brown (1986). Since the drum was the
favored classroom instrument to play while singing, strongly preferred by sixth
graders and boys, substituting playing drums or other unpitched rhythm instru-
ments for clapping may be a way to learn and practice rhythm using a well-liked
activity (playing drums) rather than a disliked activity (clapping).
Out-of-school singing experiences, especially singing experiences in the home,
have been found to have significant relationships to attitude toward music
(Kirkpatrick, 1962; Mawbey, 1973). Girls and younger children, who indicated the
more positive attitudes toward singing, showed a stronger perception that family
members encouraged their singing efforts and took part in singing activities with
them. These results suggest the implementation of programs of family education
in the schools, perhaps through community education, stressing the importance
of positive parental attitude toward music in developing positive attitudes toward
music and singing in children. Music teachers may also wish to increase both writ-
ten and personal communication with parents in order to encourage parents to
take part in many singing and musical activities with their children as the children
progress through the grade levels. In addition, family education promoting
singing in the home could be an effective means of improving children's self-per-
ception of singing skill since results suggest that children are more secure in their
singing skills in comparison to family members than in comparison to classmates.
The most surprising results came from analysis of data from the singing tapes.
Only one significant relationship was found between singing skills and the other
variables in the study: the relationship between grade level and melodic accuracy
in 'Jingle Bells," with fourth and fifth graders having higher accuracy scores than
third and sixth graders. It might be expected that subjects with more singing skill
would have a more positive attitude toward singing, but these results seem to indi-
cate that singing skill has little influence on attitude toward singing. The lack of
significant relationships between pitch matching performance and accuracy in the
performance of the self-chosen song and grade level or gender does not support
results of other studies reporting that accuracy for selected singing skills increased
as children matured (NAEP, 1974; Geringer, 1983; Goetze, 1985) and that girls
generally sang more accurately than boys (Goetze, 1985; McDonald & Ramsey,
1979).
The absence of significant relationships between factors of singing accuracy

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244 MIZENER

and attitude toward singing or toward choir participation, however, does agree
with results in a study by McCarthy (1974), indicating that the attitudes toward
music expressed by band students taught in a traditional large group method had
no relationship to their performance skill. Findings in the present study suggest
that factors other than singing accuracy may determine a child's attitude toward
singing and choir participation.
The results of the present study support previous research indicating that stu-
dents generally like singing activities. Results also indicate that participation in
certain musical activities and experiences at school and at home tend to be associ-
ated with positive attitudes toward singing and toward choir participation. It is
important that music educators and parents become aware of the activities and
experiences related to positive attitudes and subsequently emphasize them in
music education programs. As a result of such efforts, more students may choose
to participate in singing and choral activities and thus enrich the quality of their
musical experiences in public school and in their adult lives.

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