Effects of Contextual Sight-Singing and Aural Skills Training on Error-Detection Abilities

Abstract

Effects of contextual sight-singing and ear training on pitch and rhythm error detection abilities among undergraduate instrumental music education majors were examined. Experimental (n1 = 15) and control (n2 = 15) groups received identical training in instrumental methods and conducting. Experimental subjects additionally received 50 minutes of sight-singing and ear training per week over 11 weeks using materials drawn from extant band repertoire. Subject responses to errors in one-, two-, and three-part homorhythmic and polyrhythmic examples were examined. Results showed significant differences in correct detection of rhythm and pitch errors. Experimental subjects were better at error detection compared to control subjects. Subjects were better at detecting rhythm errors compared to pitch errors. They were best with one-part, did less well with two-part, and least well with three-part examples. Differences attributable to texture were not significant. Contextual sight-singing and aural skills training and practice may have contributed to short-term development of error-detection abilities.