Brianna Shepardson

Psychology of Music Teaching

Ithaca College

July 15, 2016

The Effect of Vocal Modeling on Pitch-Matching Accuracy of Elementary Schoolchildren:

A Review

The study presented in this article by Georgia A. Green compares the pitch-matching

accuracy of students in grades 1-6 as they relate to vocal models. The study uses three models;

an adult female soprano, an adult male baritone and a 9-year old child with an unchanged voice.

Every student enrolled a southern university lab school participated in the study with the

exception of two students who were absent the first day. The vocal models were recorded singing

a descending minor 3rd from G to E. These pitches were chosen because the students were

familiar with the Kodaly method and this particular interval. It is also in the range accessible to

all students in grades 1-6. Students were observed singing after all three models. All students

listened to the female voice first, then the male and finally the child. Seven days were given

between each observation to counteract tonal memorization.

To examine the results, the pitches sung by students were evaluated by a Korg Auto

Chromatic Tuner, Model No. AT-12. If the pitch was within 100 cents of the correct pitch, it was

considered correct. Each pitch was evaluated and then the measure of the two pitches sung after

each model were averaged together to create a data point. Each student ultimately produced three

data points, which were sorted according to grade, sex and model. The study found that the child

vocal model prompted the most correct responses overall, followed by the female and then the

male. Some variation occurred related to sex and grade level.

 The results of this study prompts many more questions regarding the accuracy of pitch-

matching in elementary aged schoolchildren. It was observed that the accuracy of student pitch-

matching increased steadily with the female vocal model as students matured. This may be

linked to the training they receive in their music classroom from a female teacher. It was also

noted that pitch-matching accuracy dropped significantly in sixth grade. This is not the first

study to have found this, and encourages further study on the factors that affect the sixth grade

vocalist. Finally, this study encourages further research on how male music teachers can most

effectively reach their elementary school students.

I found this study fascinating and it evoked an interest in finding more research on this

topic. As a female teacher, it is helpful to know that it may be more useful for my students to

learn from a child model than my own model. I may start using this technique more often in my

classroom to prompt a more accurate sound from my students. Although it was not mentioned in

the article, I wonder how the sociological aspects of being in sixth grade affects students ability

to match pitch. Does the voice changing have anything to do with it, and if so, what? Does the

social aspect of singing have anything to do with their accuracy? Im curious to discover more

about this age level, and excited to use this study as a spring-board for my own further research.

Works Cited

Green, G.A. (1990). The effect of vocal modeling on pitch-matching accuracy of elementary

schoolchildren. Journal of Research in Music Education, 38(3), 225-231.