Effect of Vocalization on the Sense of Pitch of Beginning Band Class Students

Abstract

Studies have shown that wind instrumentalists tend to score lower on tests of aural acuity than do string players and pianists. Several explanations have been advanced to explain this deficiency among wind players. Research studies show that the students participating in both an instrumental and a vocal ensemble tend to score highest on tests of aural acuity. The purpose of this study was to ascertain the effect of daily vocalization practice on the sense of pitch of students in selected beginning band classes. The experimental sample consisted of six selected beginning band classes of heterogeneous grouping. The six groups were equal in size, academic achievement, and extracurricular musical activities. A pretest of pitch discrimination and tonal memory revealed the groups were similar with respect to these abilities also. There were three control groups and three experimental groups. Instructors for the control groups were allowed to conduct their band classes as usual throughout the school year. Experimental-group instructors conducted their classes in the usual manner except to teach their students to vocalize previously designated pitches and exercises selected from the class text. A posttest given to all groups at the end of the school year revealed that: (1) Regular participation in band class resulted in improved pitch discrimination and tonal memory abilities. (2) Regular practice in vocalization during the band class had a significant effect on the sense of pitch of students in the experimental groups, who scored significantly higher on the posttest than the students in the control groups. (3) Brass and woodwind players were affected equally by the vocalization procedure. (4) Private piano study was a factor in the posttest results, especially on the test where subjects had to match musical sounds with notation. (5) Regular participation in an extracurricular vocal ensemble had little effect on posttest results.