Abstract
The purpose of this study was to verify a possible relationship between vocal performance and mathematical skills. The study has polled 60 vocal students and 6 voice teachers, analyzed educational records, and conducted an independent singing examination. Using the Student's t-test, it was found that vocal performance estimates carried among student with different levels of mathematical competency indicated a connection between vocal performance and mathematical abilities. The results revealed that vocal students with relatively well-developed mathematical skills outperformed those with poor mathematical abilities by around 33 percentage points.
Highlights
The link between musical abilities of a person and his/her penchant for mathematics is a promising interdisciplinary research topic, which currently gains popularity (GORE and HAYNES, 2020; MONTIEL and GÓMEZ, 2014; VAUGHN, 2000; SCHELLENBERG, 2016; SHCHEDRINA et al, 2020)
A qualitative survey of 24 learners carried out to establish a connection between musical and mathematical abilities revealed that a significant portion of respondents were certain that knowledge of mathematics was crucial for a better understanding of music theory (CRANMORE and TUNKS, 2015a, 2015b), especially rhythm-related concepts
The students were divided into two groups of mathematical ability: (1) those with well-developed mathematical skills, and (2) those with poorly developed ones
Summary
The link between musical abilities of a person and his/her penchant for mathematics is a promising interdisciplinary research topic, which currently gains popularity (GORE and HAYNES, 2020; MONTIEL and GÓMEZ, 2014; VAUGHN, 2000; SCHELLENBERG, 2016; SHCHEDRINA et al, 2020). The overwhelming majority of studies show that students who are good at exact sciences perform better in the music classroom when compared to those struggling with the basic math problems (JONES and PEARSON, 2013; MCDONEL, 2015). A pretest–posttest research on high school students revealed that incorporating music with mathematics lesson improves learning performance significantly (AN and TILLMAN, 2015; AN et al, 2015). BERGEE and WEINGARTEN (2020), for example, found that training schoolchildren with music has significantly improved their mathematical and reading skills. The methodology they used was based on a four-level model, designed to analyze the performance of individual students, classrooms, schools, and districts. The results were obtained with the help of two music achievement tests
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