ABSTRACT
Paired work for song singing presents the child with a new set of valuable challenges which are not possible when the whole class sings as one. Most of the decisions which are usually handled by the teacher are now handed back to the child:
• what note to begin on? • at what speed, loudness, to sing? • with what vocal timbre to sing? • how to practise? • how to begin together, keep together and end together? • what kind of accompaniment is needed? —and other aspects of performance. Paired work also frees up the teacher to attend as listener and to monitor each child’s individual progress as a singer. Tucked away as one of a large group those who need specific support in the process of learning to sing are not always spotted.
