Download Building Choral Excellence: Teaching Sight-Singing in the by Steven M. Demorest PDF

By Steven M. Demorest

Designed for either the training choral director and the choral equipment pupil, it is a compact and entire review of the numerous educating tools, concepts, fabrics, and checks on hand for choral sight-singing guide. Sight-singing is a vital, if occasionally missed, part of choral track schooling that regularly evokes worry and uncertainty in scholar and instructor alike. Written in an obtainable variety, this booklet takes the secret out of educating tune analyzing. issues coated comprise the background of sight-singing pedagogy and examine, admired equipment and fabrics, and sensible thoughts for educating and evaluate. this can be the one publication to supply this sort of wealth of knowledge less than one disguise and should develop into a necessary a part of each choral conductor's library.

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Organizations that promote shape note traditions, known as Sacred Harp and Southern Harmony, still publish books of shape note tunes. Both observers and participants in the "sings" (singing conventions) held by these groups report a remarkable facility with music reading. Some music educators have suggested that had Lowell Mason embraced shape notes, the future of music literacy in the schools may have been much better, but results from research on the use of shape notes to teach reading to children have been mixed (Kyme, 1960; O'Brien, 1969).

More often choral teachers in this country adopt a particular system and then make decisions about content and sequence using that system, thus creating their own method. '" However, systems carry with them no information on how to sequence instruction or content; they are merely tools designed to help clarify musical relationships for the learner. One reason the term becomes intermingled with method and approach is because methods often will become associated with the systems they use. For instance, the movable "do" system is used in the Kodaly method of teaching sight-singing, whereas the fixed "do" system is used in the Dalcroze method.

D. Daniels (1986) examined the relationship between the group sightsinging performance of 20 high school choirs and a number of background variables, including sight-singing method. She found no difference in sight-singing performance attributable to methods or materials, although teacher attitude toward sight-singing was a significant positive influence. Daniels concluded that "high school music reading instruction is ineffectual and that considerable improvement needs to be made in the high school chorus curriculum" (p.

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