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the author. One of the main challenges is that although there are recognised measures of singing development, which are detailed in Chapter 4, ‘progression in singing is not straightforwardly linear’ (p. 88) and the class teacher can ‘be faced with a range of ability from the confirmed non-singer to the advanced choral singer’ (p. 87). Ashley also points out that teaching singing in the classroom may be complicated by the fact that some teachers may experience ‘singing anxiety’ which may inhibit their teaching, and that this can be transmitted to their students. He also makes it clear that providing access to more information on vocal development would enable more teachers to lead class singing for adolescents in a way that is healthy, effective and enjoyable for all concerned. The author’s stated intention is that this publication will function as a handbook for teachers who are faced with the challenges of leading singing activities in the lower secondary school (p. 6). In an ideal world, all developing voices would be nurtured in an informed and supportive way, and this book will begin to spread the word about some of the crucial factors in empowering adolescent singers. Fifty years after it was first initiated in American junior high schools, wider dissemination of the ‘cambiata’ approach is now underway in the UK, largely thanks to Ashley’s advocacy. One of the most important messages is that male adolescent voices do not ‘break’ but undergo a process of change; if teachers are well-informed about this process and have effective strategies for helping boys to manage this change, boys of all ages can enjoy singing, develop a strong vocal identity and gain confidence from their singing activities. Although there is less emphasis on the subtler aspects of the voice change process for female adolescents, teenage girls also often need reassurance and guidance about their vocal development. All of this places a considerable responsibility upon the teacher in charge of whole class singing but the rewards of this can be substantial. An enthusiastic, skilful and well-informed leader of class singing may facilitate healthy vocal development, enhance musical engagement, foster vocal confidence, and inspire a lifelong interest in group singing activities. Singing in the Lower Secondary School contains vital information for teachers of singers in this age group, and the dissemination of Ashley’s work will contribute significantly to a greater understanding of adolescent vocal development. This will help teachers to address some of the challenges of leading class singing, to avoid some of the major pitfalls inherent in this activity, and to guide adolescent singers through this influential stage of their musical lives.