Perfect Pitch

432 Hz music is a relatively recent internet-based phenomenon that has attracted listeners and musicians from all parts of the world. Increasingly connected via social media, listeners in this subculture do not necessarily share the same musical tastes or backgrounds. Rather, they have in common a belief that music tuned to the standard pitch of A-440 Hz is in some sense “out of tune” with nature or humanity. Alternatively, they prefer (and in some cases promote and advocate for) music that is tuned to a slightly lower, A-432 Hz standard. This preference is, for many, connected to beliefs that the A-432 Hz tuning reference can be physically, psychologically, and even spiritually beneficial. This article examines the promise of—and skepticism towards—the concept of “frequency” that is at the center of the 432 Hz phenomenon. It draws from research into some of the common historical, scientific, and conspiratorial claims made by 432 Hz advocates, as well as from qualitative data collected from dedicated 432 Hz listeners. After exploring the listening practices and media engagement of 432 Hz proponents, the article asks how the rise of 432 Hz music might relate to other recent and emerging forms of music consumption, the affective marketing of sound, and the management of personal sonic space.

Music and the Mind

This chapter ponders answers to several questions asked by music listeners not having direct experience with the sounds: How does the brain perceive sounds? How does the harmonic series dominate music? What are consonances and dissonances? Why do octaves sound nearly the same? What is perfect pitch? How do you have a brilliant child by boosting its sensory perception in the perinatal period?

Absolute pitch: Myths, evidence and relevance to music education and performance

The assumed extreme rarity of absolute pitch (AP), sometimes known as “perfect pitch”, is not supported by empirical evidence. Instead, studies indicate a prevalence of at least 4% for music students, making AP of potential importance to everyday music education. Considerable scientific curiosity about AP exists, though rarely have research findings been practically applied to music education. This review looks at the evidence of the origins of AP and of the distinct neurological, language and cognitive features of possessors, and considers the relevance of these to music students. The absence of systematically gathered data from those with AP about their experiences is discussed, and implications for the educational needs of this group considered.