Meter, tonality, vocal range, tessitura, tempo, length, sophistication of text, required vocal technique and expressive import all contribute to the difficulty of a song—a unison song. A range of challenges within each element further affect overall difficulty.
Factors that increase the rhythm challenge include meter, rhythm patterns within the meter, the order and combination of patterns, and tempo. Factors that increase the tonal challenge include tonality, tonal patterns, steps and skips, vocal range, melismas, contour of melody, and rhythm—since tonal is a layer on top of rhythm. Words on top of tonal make a song more difficult, and there are various factors that increase the difficulty of text—sophistication of words, imagery and meaning, the combination of words, ease of pronunciation, and repetition. The interaction between text, rhythm and tonal is a major contributor to song difficulty, and the artistry in the musical setting of the text is yet another factor. Vocal technique required to execute the various challenges also plays into the difficulty of the song, and the combination of all of these elements determine the overall difficulty of a unison song.
Children deserve songs that match their level of maturity, AND their level of musical maturity. Depending upon their musical background, children of mature ages can be musical beginners, and children of immature ages can be musically advanced. Songs in the beginning singing range with easy rhythm and melody, yet with mature texts would be appropriate for sixth grade beginners, while musically challenging songs with easy texts would be most suitable for musically mature kindergarteners. Developing audiation and artistry at every age and stage of development requires unison songs of increasing musical sophistication throughout childhood. Children can always learn texts they don’t understand, part songs, and songs beyond their maturity, but song should be an expression of the life force of children at every age and stage of development.
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