Educator Resources:

SmartMusic Research

SmartMusic research grants are available to qualified faculty and graduate students. More.

The following independent studies have focused on the effects of SmartMusic on
music education and student learning

“Results indicated that there were noteworthy statistical gains in the rhythm and pitch skill sets for fifth-grade students by incorporating the technology software program SmartMusic into the general music classroom curriculum.”

Sidwell-Frame, Kim. (2009). The effect of SmartMusic on the Attitudes and Achievement of 5th Grade Students. M.A. thesis, Viterbo University, United States – Wisconsin. Unpublished thesis.

“With programs such as SmartMusic (2006), students are able to practice and receive feedback regarding tonal and rhythmic accuracy. Before this technology existed students relied on either parents or on siblings who may have previous experience in music to listen to their practice efforts and critique performance efforts. Now the student is able to find the notes performed incorrectly with the click of a mouse and see a percentage type assessment of their performance.”

Lee, Evan. (2007). A study of the effect of computer assisted instruction, previous music experience, and time on the performance ability of beginning instrumental music students. Ph.D. dissertation, The University of Nebraska – Lincoln, United States – Nebraska.

“SmartMusic seemed to be very effective in scoring student’s ability to read notation. There was a high correlation between the four judges and SmartMusic scores.”

Karas, James. (2005). The effect of aural and improvisatory instruction on fifth grade band students’ sight reading ability. Ph. D. dissertation, The University of Nebraska – Lincoln, United States – Nebraska.

“Student perceptions about individual practice using the SmartMusic® assessment program – real and hypothetical suggest continued motivational appeal regarding technology use.”

Buck, Michael. (2008). The efficacy of SmartMusic® assessment as a teaching and learning tool. Ph.D. dissertation, University of Southern Mississippi – Mississippi. Unpublished dissertation.

“Intelligent digital accompaniment was shown to be a viable tool in solo performance practice. The availability of a system that provides instant, high-quality, and interactive musical companionship for student use makes possible more frequent practice within an accompaniment circumstance.”

Sheldon, Deborah., Reese, S., & Grashel, J. (1999). The effects of live accompaniment, intelligent digital accompaniment, and no accompaniment on musicians’ performance quality. Journal of Research in Music Education, 47, 251-288.

“It was found that levels of student musical growth had improved after using Vivace (SmartMusic), and that there were direct relationships between Vivace (SmartMusic) use and musical growth.”

Douglas Snap. (1997). The uses and effectiveness of the Vivace (SmartMusic) Intelligent Accompanist system in K-12 instrumental music programs. D.A. dissertation, University of Northern Colorado, United States – Colorado.

“The Vivace (SmartMusic) system, as a practical learning tool, provided an environment that encouraged a new approach of musical learning that is holistic and interactive. Students learn music actively through interacting with it within its musical context. The excitement of performing with the accompaniment also stimulates students and keeps them practicing.”

Amy Shan-Mei Tseng. (1996). Solo accompaniments in instrumental music education: The impact of the computer-controlled Vivace (SmartMusic) on flute student practice. Ph.D. dissertation, University of Illinois at Urbana-Champaign, United States – Illinois.

“The interaction with Vivace (SmartMusic) appeared to have made the students more responsive to the musicality of their own playing. All of the students, in varying degrees, felt a sense of accomplishment and success in their preparation and performance.”

Robert Ouren. (1997). The influence of the Vivace (SmartMusic) accompaniment technology on selected middle school instrumental students. Ph.D. dissertation, University of Minnesota, United States – Minnesota.

Repp, R. (1999). The Internet, auto-accompaniment software, and spectral analysis in undergraduate voice lesson. Ph.D. dissertation, University of Illinois at Urbana-Champaign, United States – Illinois.

Tseng, S. (1996). Solo accompaniments in instrumental music education: The impact of the computer-controlled Vivace (Smartmusic®) on flute student practice. Ph.D. dissertation, University of Illinois at Urbana-Champaign, United States – Illinois.

Wright, C. (2008). Assessment and grading practices of exemplary high school concert band directors. Master’s Thesis, Bowling Green State University, United States – Ohio.