The Relationship Between Sight-reading Skills and Sight-singing Achievement in High School Choral Students PDF Download

Author: K. Claire Fisher
Publisher:
ISBN:
Category : Choral singing
Languages : en
Pages : 106

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Author: Steven M. Demorest
Publisher: Oxford University Press
ISBN: 0199883130
Category : Music
Languages : en
Pages : 190

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Book Description
Designed for both the practicing choral director and the choral methods student, this is a compact and comprehensive overview of the many teaching methods, strategies, materials, and assessments available for choral sight-singing instruction. Sight-singing is an important, if sometimes neglected, facet of choral music education that often inspires fear and uncertainty in student and teacher alike. Written in an accessible style, this book takes the mystery out of teaching music reading. Topics covered include the history of sight-singing pedagogy and research, prominent methods and materials, and practical strategies for teaching and assessment. This is the only book to provide such a wealth of information under one cover and will become an essential part of every choral conductor's library.

Author: Denise M. Bricher
Publisher:
ISBN:
Category : Junior high school students
Languages : en
Pages : 82

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Author: Robert Lynn Glor
Publisher:
ISBN:
Category : Keyboard instruments
Languages : en
Pages : 204

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"The purpose of this research was to determine the effectiveness of research-designed high school choral sight-sing exercises that include researcher-designed basic keyboard skills exercises. Fifteen weeks of SATB and SSA sight-singing exercises and basic keyboard skill exercises based on Georgia Music Educators Association Large Group Performance Evaluation guidelines were created and implemented with high school choral students (N= 66). An experimental group (N= 43) received instruction with sight-singing exercises and basic keyboard exercises. A control group (N= 23) received instruction in sight-singing. Students self-administered Vocal Sight-Reading Inventory (VSRI) Form A created by Henry (1999). Following the 15 weeks researcher-designed sight-singing exercises instruction, students self-administered Form B of the VSRI by Henry (1999). The researcher calculated a t-test to determine that the groups were fundamentally the same (t = 1.975, p = .053). Pre-test and post-test mean scores were compared using ANOVA. A significant effect was found for the difference in methods of the experimental and control groups (F (n,64) = 5.230, p = .026). A follow-up t-test was used to examine the mean scores of the post-test. Significance was established at

Author: Michele Len Henry
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 444

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Author: Raymond Mylar Mosher
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 90

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Author: C. Robert Zimmerman
Publisher:
ISBN:
Category : Musical ability
Languages : en
Pages : 338

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Author: Brandon Michael Nonnemaker
Publisher:
ISBN:
Category :
Languages : en
Pages : 168

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Music literacy is a key component in a fully enriching music education. Nearly all pedagogical approaches emphasize music reading and writing. However, sight singing, a specialized component of music literacy, is a skill that remains a challenge for many young singers. The purpose of this study was to examine the effects of vocal improvisation on Kod©Łly-based sight singing instruction for high school choral music students. Based on results of the AMMA (Advanced Measures of Music Audiation, Gordon, 1989), participants (n = 52) were assigned to an experimental group (n = 27) or control group (n = 25). Both groups received sight singing instruction using the Kod©Łly method. The instructional strategies associated with this method included (a) tonic solfa, (b) Curwen hand signs, and (c) Chev©♭ rhythm syllables. The experimental group, however, participated in researcher-compiled vocal improvisation activities for 10-15 minutes of the 30-minute lessons. Improvisation activities included (a) learning selected repertoire by rote, (b) sequentially developing a vocabulary of tonal syllables and rhythmic syllables, (c) improvising with voice and body percussion tonic, dominant, subdominant, and submediant tonal patterns within the context of major and minor tonalities, and (d) improvising with voice and body percussion macrobeat, microbeat, division, elongation, and rest rhythm patterns within the context of duple meter. The Wilcoxon signed-rank test was used to determine if there were statistically significant differences between sight-singing performance pre-assessment and post-assessment, as well as pre-experiment and post-experiment AMMA administration. The Wilcoxon rank sum test was used to determine significant difference between control and experimental groups. Results suggest that regular sight singing instruction using the Kod©Łly method benefited sight singing achievement (pitch accuracy, rhythmic precision, intonation, tempo). Incorporating vocal improvisation helps students build rhythm and tonal vocabulary and aurally explore the functions of harmonic structure. These practices seem to benefit overall music audiation, particularly rhythmic audiation. Survey findings suggest students' perception of their sight singing ability and of their ability to "hear music internally" (audiate) are positively impacted by vocal improvisation practices.

Author: Kimberly Moak Costanza
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 152

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Despite the theorized benefits of sight-singing in the choral classroom, little research has focused on the changing perceptions of high school choral students regarding sight-singing. The goal of this qualitative study with a historical approach and a grounded theory design is to assess the changing perceptions of high school choral students concerning the task of sight-singing using solfege syllables and Curwen hand signs. The study used a qualitative research approach with a pre-study and post-study questionnaire on sight-singing skills. The students received 1 twenty-minute lesson for four consecutive weeks. The goal of the questionnaire was to assess high school choral students’ feelings and perceptions of sight-singing. This study answers the question of whether the two mentioned tools positively or negatively affect sight-singing accuracy. The data revealed from this study showed that student perceptions were more positive towards the use of solfege syllables, negative about using hand signs, and extremely negative about using both at the same time. The result of this study could encourage high school choral teachers to keep teaching the skills of solfege syllables and hand signs even students are disinterested and motivating becomes challenging. Using this knowledge, music education teachers can confidently and diligently persuade students to keep working on skills to achieve positive results. The study includes a discussion of the findings and conclusions.

Author: Nancy Reimers Parker
Publisher:
ISBN:
Category :
Languages : en
Pages : 614

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