Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Singer identities and educational environments
  • Publication Type:
  • Authors:
    Welch GF
  • Publisher:
    Oxford University Press
  • Publication date:
  • Place of publication:
    New York, US
  • Chapter number:
  • Editors:
    R. MacDonald, D. Miell, & D. Hargreaves
  • Book title:
    Oxford Handbook of Musical Identities
  • Language:
  • Keywords:
    singer, identity, development, positive, negative
The human voice is a core component of our identity, both in singing as well as in speech. This is because our vocal utterances intimately reflect our inner physical and psychological health. In singing, our vocal products are closely related to our current phase of musical identity, as well as to the coordination of the voice mechanism. Relative singing mastery and development are nurtured or hindered by experiences in socio-cultural settings, which range from the initial playful explorations of cot-based infancy to making sense and attempting to recreate elements of the glocal (global/local) sung repertoire, as experienced in the home and outside, either virtually (as mediated by media) or directly through contact with another human. Singing skills usually develop over time, relative to the nature and quality of cumulative experience. This includes how others perceive our singing—which, in turn, relates to their own experience of singing, expectations and singer identity. It is normal for singing competency, in relation to the expectations of the local culture, to develop across childhood into adolescence and adulthood. However, where singing skills are not appropriately nurtured and developed, the outcome can be a lifelong mislabelling of negative musical self-efficacy and self-worth. Critical periods for whether or not singer identity emerges as positive or negative have been noted in childhood and adolescence. The chapter explores singer identity by drawing on empirical data from a wide range of studies of children's, adolescents' and adults' singing development in the UK and elsewhere. The chapter also suggests how appropriate educational interventions can address negative singer identity.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
IOE - Culture, Communication & Media
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by