The Effects of Classical A Cappella Instruction on Pitch, Rhythm, and Melodic Cognition: A Quasi-Experimental Study of Middle School Students in China

초록

This study examines the effects of a classical a cappella instructional program on specific cognitive dimensions of music (e.g., pitch perception, rhythm recognition, melodic memory) among Chinese middle school students. While prior research has explored classical music education, a cappella practice, and music cognition separately, empirical studies on how integrated, performance-based approaches affect measurable cognitive outcomes remain limited. A quasi-experimental pretest-posttest design was employed. Following voluntary registration, 60 first-year middle school students (aged 12-14) were randomly assigned to an experimental group (n = 30) and a control group (n = 30). Over 12 sessions, the experimental group received a structured classical a cappella program based on Schubert's "Die Forelle," while the control group received conventional instruction. Musical cognitive abilities were assessed using the Korean Test of Music Cognition (KTMC). Data were analyzed using independent and paired t-tests, with effect sizes (Cohen's d) calculated. Results showed that the experimental group demonstrated significant within-group improvements in seven of eight indicators (p < 0.05), whereas the control group showed minimal change. Posttest comparisons further revealed significant advantages for the experimental group, with medium to large effect sizes in pitch perception (d = 0.82), rhythm recognition (d = 0.88), and melodic memory (d = 0.55). These findings suggest that classical a cappella instruction, as an ensemble-based, voice-centered approach, effectively supports multiple dimensions of music cognition. By enabling active processing of musical structure through coordinated multi-voice practice, this approach extends beyond traditional listening-based models. However, results should be interpreted cautiously due to the small sample size and the use of a culturally specific assessment tool. Future research should include larger, more diverse samples, longitudinal designs, and further validation of cross-cultural measures.

키워드