Professional Documents
Culture Documents
I.
Introduction
A. What the Research Says
1. No one system has emerged from the research as most effective.
2. Teacher attitude and consistent instruction appear to be stronger influences on sightsinging than the system used.
3. Instrumental participation is a much stronger predictor of sight-singing achievement
than vocal ensemble participation.
4. A strong relationship exists between sight-singing ability and regular structured lessons,
possibly sessions as short as two minutes.
5. Individual assessment and accountability appears to promote individual musicianship.
6. A consistent pedagogical continuity from elementary to high school may be a means to
greater sight-singing achievement.
B. Sight-Singing Systems Used in the US
1. Intervallic Recognition System
5. Moveable Numbers
II.
III.
B. Pitch Training
1. Use some system consistently; provides foundation and anchor points.
2. Start with pentatonic scale. Use Curwen hand signs for your kinesthetic and visual learners.
3. Master steps and frequently used intervals first.
4. Moveable Do System
5. Progressively more complex:
a. Solfege with hand signs and chart (see page 11)
b. Solfege off the staff with rhythmic notation (see page 13)
c. Solfege on the staff (Key of C only) with rhythmic notation (see page 14)
d. Teach how to name and find do (Treble/Bass, line/space note names, sharps/flats, key
signatures (see page 15)
e. Solfege in various keys (see page 17)
f. LOTS OF PRACTICE! (see page 18-19)
6. Give melodic dictations. Quiz periodically. (see page 20)
7. Quiz individual sight singing as often as possible (record in separate room; listen to individuals
while others in the class work on test or projects; have students team up and listen to each other).
HAVE THE STUDENTS READ EVERYTHING IN THEIR MUSIC THAT THEY CAN
POSSIBLY READ, EVEN IF ITS ONLY A MEASURE OR TWO AT FIRST.
PRACTICE, PRACTICE, PRACTICE!
ta
ti-ti
ta rest
tiri-tiri
ta-ah
syn-co-pa
ta-ah-ah
ta-ah-ah-ah
tiri-ti
ti-tiri
tri-o-la
tai ti
ti tai
tim-ri
ri-tim
Compound Meter
q
sd
Q
xxxc
wW
aqa
t
e
xcd
sxc
ssd
ra
ar
gc
vh
ti-ti-ti
ta-ti tai
tiri ti-ti
ssd
qar
xcdd
10
Name ____________________________________
RHYTHMIC DICTATION
1. _______________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
4. ________________________________________________________________________________________
5. _______________________________________________________________________________________
6. ________________________________________________________________________________________
7. ________________________________________________________________________________________
8. ________________________________________________________________________________________
9. _______________________________________________________________________________________
10. _______________________________________________________________________________________
11
PENTATONIC SCALE:
do
re
mi
so
la
DIATONIC SCALE:
do
re
mi
fa
so
la
ti
do
12
13
14
15
LAST SHARP IS TI
LAST FLAT IS FA
16
17
18
____________________________________
Name
APPLYING SOLFEGE
Instructions:
1. Determine where do is.
2. Label the solfege syllables above the notes.
3. Speak and clap the rhythms using tas and ti-tis, etc.
4. Sight sing the tunes using solfege.
5. Sing the tunes with the words.
19
20