Assessing Intonation Skills in a Tertiary Music Training Programme

Abstract

Buttsworth, Fogarty, and Rorke (1993) reported the construction of a battery of tonal tests designed to assess intonation abilities. A subset of the tests in the battery predicted 36% of final scores in an aural training subject in a tertiary music course. In the current study, the original battery of fourteen tests was reduced to six tests and administered three times throughout the academic year to a new sample (N = 87) of tertiary music students. Three research questions were investigated. Firstly, it was hypothesised that tests in the battery would discriminate among the different aural classes at the University of Southern Queensland, which were grouped according to ability level. The results from discriminant function analyses provided strong support for this hypothesis. Secondly, it was hypothesised that students should improve their performance on the pitch battery across the three administrations. A repeated measures analysis of variance failed to find evidence of overall improvement. Finally, it was hypothesised that there would be significant differences on the intonation tests between musicians of different instrumental families. Again, no overall differences were found. The results indicated that intonation tests appear to tap an ability that (a) is not significantly modified by training, (h) is more or less the same across different instrument families, and (c) is related to success in music training programmes.

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