Effects of Melodic Perception Instruction on Pitch Discrimination and Vocal Accuracy of Kindergarten Children

This study investigated the effects of melodic perception instruction on the auditory discrimination of pitch and vocal accuracy of kindergarten children. Sixty-one subjects were assigned to three different instructional settings for 11 weeks. E1 had vocal instruction designed to promote melodic perception through visual and kinesthetic reinforcement; E2 had vocal instruction consisting primarily of imitation alone; and C had a traditional, nonconceptual approach. Subjects were pre- and posttested on the Gordon Primary Measures of Music Audiation (Tonal Test), the Boardman Test of Vocal Accuracy, and a rote-singing test. Results showed that there were (1) no differences among groups in auditory discrimination, (2) significant differences on vocal pitch-pattern accuracy between E1 and C and E2 and C, and (3) significant differences in rote-singing accuracy between E2 and C.