The intonation of diatonic musical scales as a pedagogical method in the development of advanced relative pitch in solfège instruction

Abstract

This study investigates the pedagogical impact of intoning diatonic musical scales, both in major and minor modalities on the development of relative pitch and advanced aural skills among music students within a professional educational framework. Relative pitch is a foundational aspect of musical literacy and performance, particularly in the discipline of Solfège, which focuses on accurate vocal intonation, sight-singing, and the dictation of tones, intervals, chords, and melodic-rhythmic patterns. In the absence of absolute pitch, the structured acquisition of relative pitch through methodical and repetitive practice becomes essential for cultivating internal aural awareness and musical fluency. The research is grounded in a qualitative-empirical methodology with elements of action research, and is based on systematic observation of student progress over the course of an academic year during Solfège instruction. Data were collected through periodic assessments and analytical reflection on technical exercises built upon diatonic scales in both tonalities. These exercises included progressive interval intonation, scale based melodic construction, and harmonic recognition tasks, performed both with and without instrumental support. The findings reveal a significant improvement in pitch accuracy and aural recognition of tones, intervals, and chords. Students also exhibited enhanced internalization of melodic and harmonic structures, leading to improved performance in sight-singing and musical dictation. Regular practice articularly when conducted independently of instrumental reference proved highly effective in developing refined pitch sensitivity and confidence in intonation, even in more complex musical contexts. This study offers practical implications for Solfège pedagogy by presenting a replicable methodology that strengthens core aural skills and supports the development of musical autonomy. It emphasizes that the conscious intonation of diatonic scales serves not only as a technical exercise but also as a strategic approach to building relative pitch proficiency. Ultimately, the research underscores the critical role of internal hearing in preparing students for the artistic and pedagogical demands of advanced musical practice.

Keywords

• Solfège
• relative pitch
• diatonic scale intonation
• major-minor
• pedagogy.

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