Nt1330 Unit 5

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The scales tested were divided into three categories—major, minor, and harmonic minor—and selected based on relationship to each other and complexity of key signature; for example, A minor was selected as the relative minor of C major. The scales selected were: major-C, G, B; minor-A, G, A flat; harmonic minor-E, C, B. Each scale was randomly selected to be correct or incorrect, using a random number generator. Out of the eight notes of each of the incorrect scales, one was selected to be incorrect, and randomly determined to be a half step higher or lower than the key signature, again using a random number generator. In a few cases, when an incorrect note would have transferred up or down a whole step (such as B up to C or F down to E) and …show more content…

After they listened to each scale two times, students were asked to identify if there was mistake by either circling “mistake” or “no mistake” and were also asked to identify or circle on which note (1-8) they thought the mistake occurred. After the pitch test, the students took part in the interval test. Here, they had to distinguish if two musical phrases were the same or different. On the same worksheet with the scales, they had an option to either circle “same” or …show more content…

However, it is unclear if these musical activities have actually assisted students in developing their musical ear training or if such students are born with a natural ability to distinguish between musical pitches and intervals. Therefore, our question of interest was whether more advanced musical training can contribute to more accurate pitch perception and interval recognition, as opposed to those who have had less training but may have better pitch genetically. Our population of interest to test this study was SVGS students who represent high school students who have had minimal through advanced musical

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