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<p>Carnatic music, the classical art form of South India, demands precise <i>shruti</i> (pitch) alignment, a skill novice learners often struggle to internalize within traditional oral pedagogies. This study examines the effectiveness of a culturally responsive Visual Pitch Meter (VPM) designed to enhance pitch internalization through real-time visual feedback. A quasi-experimental, mixed-methods design engaged 50 novice Carnatic vocal students (25 experimental, 25 control) across 16 sessions over 8 weeks, integrating auditory training with VPM assistance. Grounded in Constructivist learning theory, Vygotsky’s Zone of Proximal Development (ZPD), and the Responsibility Alignment Framework for Learning Dynamics (RALD), the intervention reduced pitch deviation in the experimental group from 7.24&#xa0;Hz to 1.14&#xa0;Hz (Cohen’s d = 0.54, <i>p</i> &lt; 0.001). Teacher-rated accuracy and student self-efficacy also improved significantly (<i>p</i> &lt; 0.001). Qualitative analysis revealed recurring themes of empowerment, initial technological adjustment, and eventual learner independence, supporting quantitative trends. Aligned with Sustainable Development Goals 4, 9, and 11, the VPM offers a scalable, culturally sensitive framework for modernizing oral music pedagogy without undermining its heritage-based learning ethos.</p>

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Evaluating the role of a visual pitch meter in carnatic music education and pitch internalization through constructivist and RALD frameworks

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月31日

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  • V. Srivaralaxmi,
  • P. Uma Maheswari,
  • M. K. Chandrasekar

摘要

Carnatic music, the classical art form of South India, demands precise shruti (pitch) alignment, a skill novice learners often struggle to internalize within traditional oral pedagogies. This study examines the effectiveness of a culturally responsive Visual Pitch Meter (VPM) designed to enhance pitch internalization through real-time visual feedback. A quasi-experimental, mixed-methods design engaged 50 novice Carnatic vocal students (25 experimental, 25 control) across 16 sessions over 8 weeks, integrating auditory training with VPM assistance. Grounded in Constructivist learning theory, Vygotsky’s Zone of Proximal Development (ZPD), and the Responsibility Alignment Framework for Learning Dynamics (RALD), the intervention reduced pitch deviation in the experimental group from 7.24 Hz to 1.14 Hz (Cohen’s d = 0.54, p < 0.001). Teacher-rated accuracy and student self-efficacy also improved significantly (p < 0.001). Qualitative analysis revealed recurring themes of empowerment, initial technological adjustment, and eventual learner independence, supporting quantitative trends. Aligned with Sustainable Development Goals 4, 9, and 11, the VPM offers a scalable, culturally sensitive framework for modernizing oral music pedagogy without undermining its heritage-based learning ethos.