Are We Giving the Child a Chance Musically?

As one aspect of a larger problem on the genesis of pitch behavior from birth through the fifth year, 37 four and five-year old children in preschool were given 28 practices on a song over a period of 14 days. These practices were given as group practices during the regular music period. At the end of the practice period each child recorded the song on a dictaphone record, first in the key of the practice period (the investigator gave the starting pitch), and then in a key 3 semi-tones lower

Relationship of Chance, or Consistency, to Rate and Extent of the Vibrato

The purpose of this study was to ascertain the role of chance, or consistency, in determining the rate and extent of the vibrato. Five most promising voice students of the University School of Music were secured for the study. Each was asked to sing two renditions of The Last Rose of Summer the second rendition following the first within an interval of five minutes. Recording of data in permanent form was secured by means of the strobophotographic camera, which simultaneously records duration and pitch changes, or variations of tones, in the form of a graph, with duration forming the abscissae and pitch the ordinate

A Preliminary Study of Pitch Inflection in the Speech of Preschool Children

Individual and group studies of the language development of children have largely centered about the meaningful content including vocabulary, the production of speech sounds, and growth in the use of the sentence. Practically no studies have been made of the expressive side of language development including pitch variation, vocal quality, accent and emphasis, and the temporal organization of the language units

Effects of Music on Physiological Response

For this study the heart rates of twenty-two members of a college-level music appreciation class were recorded while students listened to the first movement of Beethoven's fifth symphony. The measurements were taken at three different times over a six-week period before, during, and after experimental treatment. Experimental treatment consisted of either audiotutorial tapes or repetitive listening sessions devised for specific musical-ability groups. The same test music was used throughout the entire study to determine the effects of learning and repetitive exposure on heart rate response. A control group had no further exposure to the test music during the study. Stable segments of the test music provoked tachycardia (elevated heart rate) in the subjects, while alternating segments produced bradycardia (lowered heart rate). Heart rate response to music was found to be linked with the presence or absence of learning.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline