Date of Award

Fall 12-16-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Music

First Advisor

Martin Norgaard

Second Advisor

Patrick Freer

Third Advisor

Rachael Harrington

Fourth Advisor

Jennifer Darling-Aduana

Fifth Advisor

Elizabeth Knight

Abstract

In the United States of America, millions of adults sing in community choirs, primarily motivated by aesthetic factors like pleasure and performance satisfaction, along with skill development and intellectual challenge. Some researchers suggest that aesthetic satisfaction proves more accessible to those with higher musical abilities. This proposition raises the performance-pedagogy paradox, questioning whether music teaching focuses on performance or the knowledge and skills that enable it. Recent studies highlighted various non-musical benefits of choir participation, yet lacking in those studies were evidence of cognitive gains. This study investigated the effects of a motor-based vocal curriculum on inhibitory control, a component of executive function. To promote growth in executive function, learning must include rigor, novelty, and self-interest. I recruited 51 participants from an adult community choir to learn either a motor-based (n = 26) or traditional vocal curriculum (n = 25) over nine weeks. Participants completed inhibitory control tests and a survey on perceived rigor. Analysis revealed significant growth in inhibitory control for all participants (p = .019, ηp2 = .05), but no significant difference between the groups (p = .579). However, the motor-based group showed gains from midpoint to post-testing (p = .014, d = 0.52), while the traditional group did not (p = .678). This suggested that the motor-based curriculum offered greater potential for cognitive gains with a longer intervention. Correlations indicated that motor-based participants’ test scores related significantly to their perceptions of rigor, novelty, and self-interest, supporting the benefits of this approach. These findings suggested that incorporating motor-based vocal pedagogy into community choir settings enhanced not only vocal skills but also cognitive function, particularly in areas of executive function. Implications for the field of choral music education are widespread, and include potential changes in pre-service education, professional development, curriculum building, and assessment. This research contributes to the broader understanding of how structured learning environments foster both musical and cognitive development in adult amateur singers.

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