Abstract

This exploratory study examined how element interactivity and Cognitive Load Theory (CLT) might be used to influence instructional techniques when teaching an Indigenous lullaby to music students. Two approaches were used. One approach gave students instructions that had low element interactivity; the elements of the music were separated and taught individually. The other approach gave instructions that had high element activity, where the elements remained together. Students then performed the song, and their ability to accurately recall the words was measured. This study aimed to gain better insight into the effects of CLT on music instruction. The results showed a slight non-statistically significant variation between the groups, with favorable results toward the group who were given instructions with low element interactivity. Limitations include a small sample size and a range in age, ability, and background. In the future, a larger sample size that included subjects with similar musical experiences could improve validity. Students’ perceptions of the instructional techniques and their experiences were also measured through a short survey. This research has implications for music teachers and instructors on how to effectively teach novel music to students. This study builds on previous research into CLT and music instruction.