Abstract
The purpose of this quantitative study was to examine the effects of computerized visual feedback provided by the SmartMusic interface on the sight-singing achievement of choristers (n = 77) from two suburban high schools. Using a matched group design, participants were assigned one of three groups: those who viewed feedback following their initial attempt, those who viewed feedback following their follow-up attempt, and those who did not view any feedback. Over a period of five weeks, choristers engaged in weekly sight-singing assessment sessions where they sight-sang a melody, reviewed that melody for 90 seconds, then sang that melody again. Results determined that while students made significant improvements on a melody following a sight-singing attempt, those improvements were not affected by feedback condition. These findings suggest that though feedback may be an important component in the development of sight-singing skills, the computerized feedback provided in this study was no more effective than receiving no feedback at improving sight singing achievement. Furthermore, students were unable to transfer learning from practice with a click track and note indicator to performance without these features so teachers should design summative assessments to match the task presented during formative assessments. This technology may be best utilized to supplement sight-singing instruction but is unlikely to supplant the work of a quality teacher.
