Factors Contributing to Perceived Tuning Independence among Middle School and High School String Players

Abstract

The purpose of this study was to determine what factors contributed to bowed string students’ perceived tuning independence or perceived ability to tune their instrument without assistance. Eight hundred and twenty-six 6th through 12th grade string students participated in the study. Subjects were administered the Tuning Study survey form. Based on the findings from this study, it was found that grade level and/or years of study, intonation confidence, individual and class tuning procedures, type of reference pitch provided in tuning procedures, and private lesson study, contributed to students’ perceived tuning independence. In order to foster tuning independence, it is recommended that teacher intervention and feedback be provided to help develop students’ confidence in their ability to hear when a string is out of tuned, to provide procedures to help students develop pitch discrimination when tuning strings individually, that a reference pitch be provided from a student instrument and not one from a piano or electronic tuner, and that students be encouraged to study privately.