Seeing the Voice: Spectrogram Based Visual Feedback in Teaching Mongolian Long Song in Higher Education

Abstract

This study investigates how spectrogram based visual feedback can support the teaching and learning of Mongolian Long Song (Urtiin duu) in higher music education. While Long Song has been recognised as intangible cultural heritage, its core vocal technique, Nogula, remains difficult for many university students especially non Mongolian speakers to perceive and control through listening alone. Building on recent research that uses digital audio technology to enhance vocal instruction, this study explores the use of spectrogram visualisation as a pedagogical tool in a Long Song course at an arts university in Inner Mongolia. A qualitative case study design was adopted, combining classroom observations, pre and post lesson audio recordings, spectrogram analysis, student reflective journals and semi structured interviews. During a series of technique lessons, students received visual feedback on their own singing through spectrograms generated in Praat and related software. Data were analysed thematically, with spectrogram patterns serving as complementary evidence to students’ and teacher’s reflections. The findings suggest that spectrogram based visualisation can help students better understand the line of breath, the internal wave structure of Nogula and differences between tense and relaxed vocal production. Students reported increased awareness of their own vocal habits and greater confidence in self correction. At the same time, the study identifies limitations and cautions regarding over reliance on visual representations. Implications are discussed for technology enhanced heritage music education and for integrating acoustic visualisation into progressive vocal pedagogy.