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

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Abstract
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.

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