Aural dictation affects high achievement in sight singing, performance and composition skills - Research article

Oct 15, 2026

Uploaded by Jasmine

Skill acquisition remains central to music education, and this study examines how aural dictation relates to sight singing, performance, and composition abilities. Quantitative relationships are tested using Australian New South Wales Music 2 HSC examination tasks from 2010 and 2011, covering a final-year secondary schooling context. HSC outcomes are analyzed via raw scores, correlation across skill pairings, and comparisons among top achievers. Results show the strongest correlations between aural dictation and sight singing, with multi-part aural dictation predicting high achievement in other areas.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Skills involved in aural and visual analysis

Relevant literature

Method and data analysis

Aural dictation affects high achievement in sight singing, performance and composition skills Melissa Rogers Avondale College of Higher Education Abstract The nature of skill acquisition has long been of interest to music educators. This study considers the research context for relationships between aural dictation, sight singing, performance and composition skills. Then, relationships between these skill areas are quantitatively investigated using data from the Australian New South Wales Music 2 2010 and 2011 HSC examination tasks, which take place in the final year of secondary schooling. The results from the HSC data were analysed in three ways: raw results for each isolated skill, correlation analysis for each skill combination and comparative analysis of only top-achieving students. The study found that the highest correlations were between aural dictation and sight singing. Further analysis of top achieving students found that high achievement in multi-part aural dictation was the best predictor of high achievement in the other skill areas. Key words: aural dictation, sight singing, performance, composition, correlational analysis, Higher School certificate Australian Journal of Music Education 2013:1, 34-52 Introduction As a performing musician, secondary school music teacher and tertiary lecturer, I enjoy participating in and facilitating musical development in others. I have always believed that the best teachers are those who continuously strive for excellence in the skills that they endeavour to teach, both for themselves and on the part of their students. In recent years I have made an effort to compose each day, continue personal instrumental practice and engage in regular listening of new and familiar repertoire. As I participated in these activities along with my teaching commitments, I developed an interest in the way these activities were inter-connected. I noticed that my thinking patterns, when practising on my instrument, were affected by pieces to which I had recently listened as well as those I had been composing. I also noted that my own compositions were changing as I performed different repertoire and listened to new pieces. My ability to appreciate music deepen with my developing composition and performance skills. It seemed that while each activity harboured its own distinct set of skills, these activities offered benefits and a deeper musical understanding when combined. I began to question the manner in which these areas may be connected. Could the connections be expressed quantitatively? Are there measurable benefits when musicians participate in and achieve at high levels in abroad range of musical activities? Do any skills function as a predictor of success in other musical areas? 34 2013, No. 1 To explore these questions I began to consider how these connections might be observed and quantitatively analysed in other musicians, particularly young artists. My experience asa secondary school music teacher in NSW, Australia, provided an educational context for these observations. It became apparent that the students preparing for the Music 2 Higher School Certificate (HSC) Examinations, as outlined by the NSW Board of Studies Syllabus, are required to develop all of these skills. These students are expected to demonstrate musicological competence through various analytical tasks including aural dictation, sight singing, presenting a performance and submitting a composition. Of particular interest was the way aural dictation and sight singing skills contribute to the composition process, and also success as a performer. This study sought to explore relationships between aural dictation, sight singing, performance and composition in a quantitative manner. Initially, an investigation of research relevant to these skill relationships was undertaken. The qualitative nature of past research provided a context for the quantitative nature of this study. The results from the NSW HSC

FAQs

What relationships does the study investigate among musical skills?

The study investigates relationships between aural dictation, sight singing, performance, and composition in a quantitative manner using HSC examination task data.

How are the results analyzed in the study?

Results are analyzed using raw scores for each isolated skill, correlation analysis for skill combinations, and comparative analysis focused on top-achieving students.

What does the study find about aural dictation and sight singing?

The highest correlations are found between aural dictation and sight singing, and high achievement in multi-part aural dictation predicts high achievement in other skill areas.

Oct 15, 2026

Uploaded by Jasmine