Introduction

There is a large body of research and writing about working with children and adolescents. In addition to the psychological literature—which is vast, there is also much said about how to train young singers. For vocal pedagogues, music educators and choral directors, this research and literature is a considerable resource; its very size, however, makes it difficult to assimilate.
   In any endeavor that is at least in part subjective and based on empirical evidence—as is the teaching of singing—various researchers and writers often reach conflicting conclusions. It is difficult to reach consensus in any area (for the most part) that can not be measured scientifically and that is not quantified based on controlled laboratory experiments that can be repeated verbatim in order to verify original findings.
   Some scientific study has been made of the physiological implications of puberty and the resulting effects on the musculature and cartilage of the laryngeal mechanism; teachers of singing can educate themselves as to what transformations occur, why they take place, how these mutations affect the speaking and singing ability of young people; they might also even learn when these changes commence and in what stages they could possibly progress.

Still, what most educators, voice professionals and choral directors need more is a proven, successful and—above all—workable approach to addressing the particular needs of young males and females. Indeed, so pervasive are the physical transformations that young bodies endure that even their method of communicating—the laryngeal tract—is for a time as unpredictable and mysterious as they themselves appear to be.
   The aim of this examination is to address the some of the materials available for use by teachers of singing, identify the schools of thought regarding various approaches to dealing with adolescent changing voices, consider the psychological and emotional variables of the pubescent student and present a few examples of testing methods and suggestions of experienced pedagogues on how best to safeguard both the vulnerable psyches and fragile voices of children and teenagers.