The Relationship between Developmental Tonal Aptitude and Singing Achievement among Kindergarten, First-, Second-, and Third-Grade Students

Christina M. Hornbach · Cynthia Crump Taggart

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Abstract

The purpose of this study was to determine the relationship between singing achievement and developmental tonal aptitude for students in kindergarten through third grade. In addition we investigated whether singing achievement differs according to grade level or school setting. Subjects (N = 162) were randomly selected kindergarten, first-; second-, and third-grade children from schools in two different school districts. Correlations between composite singing achievement scores and scores on the Primary Measures of Music Audiation-Tortal reflected no meaningful relationships between singing achievement and developmental tonal aptitude. Two-way analysis of variance revealed no significant interaction between school and grade. However, there were significant main effects for school and grade (p <. 001). With the exception of third-grade students, older students demonstrated greater singing achievement than younger students.

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References

1983The Relationship of Pitch-Matching and Pitch-Discrimination Abilities of Preschool and Fourth-Grade Students 1990The Effect of Vocal Modeling on Pitch-Matching Accuracy of Elementary Schoolchildren 1984Effects of Melodic Perception Instruction on Pitch Discrimination and Vocal Accuracy of Kindergarten Children 1996The Effectiveness of Individual/ Small-Group Singing Activities on Kindergartners' Use of Singing Voice and Developmental Music Aptitude 1983The Effect of Male and Female Vocal Modeling on Pitch-Matching Accuracy of First-Grade Children 1992The Effect of Vibrato on the Pitch-Matching Accuracy of Certain and Uncertain Singers 1998Measuring Singing Voice Development in the Elementary General Music Classroom

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