Classroom application of using visual stimuli in learning dynamics and pitch

Abstract

Listening is a common activity in music lessons. It is difficult for teachers to know whether students are learning by listening. In this study, visual stimuli include imagery, metaphor, and symbols, were introduced to students in the experimental group to learn dynamics and pitch. A control group received the same lessons without any visual stimuli. Both groups received the same tests, pre-test and post-test, after the two lessons. Tests were divided into two parts including choosing the correct dynamic changes and distinguishing higher or lower pitch for the melody.

Results showed the experimental group had improved more than the control group. The change of the experimental group in relation to dynamics was more significant than that of the control group. This suggested that the experimental improved recognition of different dynamics changes within the same period of time as the control group. Both groups did not have significant change in relation to pitch. There was no evidence showing there is an effect of learning with visual stimuli.