The purpose of this article is to help the music educator maximize the time allotted to singing with children in the classroom. It will address what teachers and children in the classroom may do to develop and improve singing accuracy, including some suggestions for implementing instruction techniques, planning singing activities, and arranging the singing environment. The article includes descriptions of “presinging activities” that a teacher may use to help children develop a foundation for singing accuracy, a discussion of appropriate vocal models, and an examination of the use of various kinesthetic activities and breath management techniques to increase singing accuracy. Some considerations regarding singing in the classroom, such as frequency of music instruction periods, selection of appropriate songs, use of text or neutral syllables, performance with or without accompaniment, and individual or group singing conditions, are also presented.
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