ABSTRACT

This study analyzes elementary choral instruction from a development-based perspective and proposes an instructional framework based on the vocal characteristics of prepubescent children. To this end, studies on children’s vocal development and instructional practices in school choral settings were analyzed. The findings show that elementary choral instruction is often organized around performance-oriented practices associated with school events, emphasizing fixed pitch ranges and uniform vocal timbre, which do not sufficiently reflect children’s developmental vocal conditions. Prepubescent children may experience difficulty with repetitive singing and rigid pitch demands due to high fundamental frequency, immature vocal fold structures, and limited respiratory-phonatory coordination. Based on these findings, this study derives key principles for choral instruction reflecting children’s developmental vocal characteristics and proposes an instructional framework consisting of preparation, vocal exploration, ensemble activities, repertoire learning, and reflection. This study provides a theoretical and practical foundation for reconstructing elementary choral instruction from a development-based perspective.

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