The Effect of Tonal Pattern Training on the Aural Perception, Reading Recognition, and Melodic Sight-reading Achievement of First-Year Instrumental Music Students

Abstract

This study investigated the relationship of tonal pattern instruction to tonal concept development and performance achievement of beginning instrumentalists. The problem was to compare a course of study emphasizing tonal concept development with another emphasizing technical skill development Forty-eight subjects were randomly assigned to the experimental group or the control group. Experimental group content included tonal patterns taught through harmonization and vocalization. Control group content included a set of symbols and range of pitches taught from notation. Students received 14 weekly 30-minute lessons. A one-factor design was employed. The independent variable was teaching content. The dependent variables were pastiest mean scores from Iowa Tests of Musical Literacy and an investigator-constructed sight reading test Analysis of covariance was used. The experimental group scored significantly higher ( p < .001) on aural identification of major and minor tonalities and significantly higher ( p < .0001) in melodic sight-reading achievement. No significant difference occurred between groups in reading recognition ( p > .05).

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