The effect of vocal modeling on student achievement and attitude

Abstract

The purpose of this study was to examine the effects of vocal modeling on music achievement and student attitude. Forty-eight high school chorus members rehearsed six times under two treatment conditions: (1) vocal modeling, student performance, and reinforcement; and (2) speech directed modeling, student performance, and reinforcement. Sequential patterns of instruction were used to organize teaching segments for both treatments. Vocal modeling was active responses to teacher modeling (singing) musical information, by example or exact production. Speech directed modeling was verbal instruction or other information such as imagery given by the teacher to explain music or performance information utilizing the speaking voice. Recorded individual pre- and posttests were used to assess individual and group musical growth, and a five-question student survey was used to assess attitude.

Results indicated that vocal modeling had a significant positive effect on group music achievement and student attitudes, while speech directed modeling had a negative effect. Overall, individual music achievement demonstrated a significant gain as well. These findings support the use of vocal modeling as a teaching practice in the choral ensemble setting.