The Effect of Teaching Experience on Time and Accuracy of Assessing Young Singers’ Pitch Accuracy

Abstract

Abstract The purpose of this study was to investigate the effect of pre-service and practicing music teachers’ experience on time and accuracy of assessing young singers. A total of 55 participants – freshmen (n = 14) and senior (n = 17) music education students, and beginning (n = 12) and experienced (n = 12) music teachers – listened to stimuli containing in-tune and out-of-tune singing of the first nine pitches of America on a neutral syllable, assessing the pitch-matching accuracy of the singing. Participants heard twenty stimuli of second-grade singers and responded through the use of the Continuous Response Digital Interface (CRDI) device. Each stimulus was heard only once, with distraction music inserted between stimulus examples. Results indicated that freshman participants responded much more slowly to the stimuli than did the other three groups, and that all groups were much more accurate assessing out-of-tune singers than in-tune singers; though there were no overall differences in assessment accuracy between groups. Based on these data, the implications for teaching music were questioned, and though it is considered that latency and accuracy are important for successful music programs, the degree of importance they play is not completely clear.

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