Learning to Sing in Tune: Does Real-Time Visual Feedback Help?

Abstract

Background in singing pedagogy. Learning to sing involves mastery of basic motor and sensory skills combined with an understanding of relevant musical parameters (dynamics, articulation etc.) and assimilation of appropriate behavioural, sociological, cultural and aesthetic information. Traditional singing teaching methods typically use modelling and verbal feedback in a one-on-one learning situation (Callaghan, 2000). Recent technology advances, especially computer software developments, have the potential to alter radically practices in singing pedagogy (Callaghan & Wilson, 2004; Welch et al., 2005). Background in human-computer interaction. Computers have been used effectively for some time in training neuromuscular skill development in diverse areas including sports, speech pathology, and non-native language teaching. The use of computers as an effective learning tool for singers requires that we understand what information must be represented, and how to make that information accessible and useful to the singer. This requires an integration of diverse areas including learning and feedback, information processing, and motivation and attention, as well as graphic design and information representation. Aim. The aim of this research was to study the effects of computer-based visual feedback on teaching pitch accuracy in singing, investigating whether the style of feedback about pitch accuracy affects the amount of learning achieved,