The Effect of Tuning Stimulus Vibrato, Timbre, and Frequency on Tuning Accuracy of University, High School, and Junior High School Instrumentalists.

Benson, Wilma

doi:10.31390/gradschool_disstheses.5934

Cited by 2 publications

(4 citation statements)

References 34 publications

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“…Does the type of tuning source affect tuning accuracy? Benson (1995) and Hayslett (1990) investigated tuning accuracy in relation to pitch source among instrumentalists. Benson found that the most accurate tuning results were achieved using a reference pitch generated by the oboe with vibrato, followed by the electronically-produced reference pitch, followed by an oboe with no vibrato.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…The ability to tune accurately in relation to pitch source has been investigated. Benson (1995) studied the tuning accuracy of woodwind, brass, and string instrumentalists in response to taped reference pitches played on an oboe with vibrato, an oboe without vibrato, and an electronically-produced pitch. Benson found significant differences among the tuning stimuli such that the most accurate tuning results were achieved using a reference pitch generated by the oboe with vibrato, followed by the electronically produced reference pitch.…”

mentioning

confidence: 99%

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Perceived and Actual Tuning Ability of Middle School String Students

Hamann

Lauver

Asher

2006

String Research Journal

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The purpose of this study was to determine whether students’ perceived tuning ability was related to actual tuning ability. A secondary purpose of this study was to determine if the reference tuning pitch of A = 440 HZ, produced on a bowed string instrument or an electronic tuner would affect student tuning accuracy. Sixty middle school subjects were randomly assigned to one of two groups. Subjects in one group were instructed to tune their instruments given a reference pitch of A = 440 HZ from a viola, and subjects in the other group from a Korg tuner. Subjects in both groups had been provided instruction in tuning for a period of two years prior to the study. Subjects were administered the Tuning Survey and were to identify their instrument, length of study, grade level, and how they rated their ability to tune their instrument. From the analyses of data, it was found that there was a significant difference in total cents tuning difference scores by Perceived Tuning Ability (PTA). Students with poor or fair PTA had significantly higher scores (more tuning cents difference from the actual pitch) than students with good or excellent PTA. No significant differences were found among students’ tuning accuracy scores when the pitch was generated from either a viola or a Korg tuner.

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Section: Summary and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Perceived and Actual Tuning Ability of Middle School String Students

Hamann

Lauver

Asher

2006

String Research Journal

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“…The ability to match pitch using various timbre and/or tone quality stimuli has been investigated by Benson (1995) and Hayslett (1990). While their results differed, both reported that a reference pitch generated electronically, did not necessarily produce accurate tuning.…”

Section: Discussionmentioning

confidence: 99%

“…The ability to match pitch can be compromised by varying the timbre and/or tone quality of a stimulus. Benson (1995) completed a study that compared the tuning accuracy of woodwind, brass and string instrumentalists in response to taped reference pitches played on an oboe with vibrato, an oboe without vibrato and an electronically produced pitch. Subjects consisted of 198 students ranging in grade level from junior high to college.…”

Section: Pitch Matchingmentioning

confidence: 99%

Factors Contributing to Perceived Tuning Independence among Middle School and High School String Players

Hamann

Frost²,

Wieters

2002

String Research Journal

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The purpose of this study was to determine what factors contributed to bowed string students’ perceived tuning independence or perceived ability to tune their instrument without assistance. Eight hundred and twenty-six 6th through 12th grade string students participated in the study. Subjects were administered the Tuning Study survey form. Based on the findings from this study, it was found that grade level and/or years of study, intonation confidence, individual and class tuning procedures, type of reference pitch provided in tuning procedures, and private lesson study, contributed to students’ perceived tuning independence. In order to foster tuning independence, it is recommended that teacher intervention and feedback be provided to help develop students’ confidence in their ability to hear when a string is out of tuned, to provide procedures to help students develop pitch discrimination when tuning strings individually, that a reference pitch be provided from a student instrument and not one from a piano or electronic tuner, and that students be encouraged to study privately.

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The Effect of Tuning Stimulus Vibrato, Timbre, and Frequency on Tuning Accuracy of University, High School, and Junior High School Instrumentalists.

Cited by 2 publications

References 34 publications

Perceived and Actual Tuning Ability of Middle School String Students

Perceived and Actual Tuning Ability of Middle School String Students

Factors Contributing to Perceived Tuning Independence among Middle School and High School String Players

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