Sight-singing pedagogy : a survey of high school choral directors.

Sight-singing;music education;music theory

Marissa Lee Pollock

University:University of Louisville

Department:Music Theory

关键词: Sight-singing;    music education;    music theory;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=3753&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

The purpose of this study was to highlight effective sight-singing techniques used by successful choral directors in the state of Kentucky. The method used for this study was a non-experimental survey sent to thirty-four high school choral directors. Directors were selected to participate based on distinguished assessment scores received over the last five years (2011-2015). They were asked questions about their techniques, background in education, and placement of sight-singing in the curriculum. With a response rate of 65% the results indicated that the majority of directors had received or earned at least a master’s degree, had taught for at least six or more years, and received most of their sight-singing instruction from their undergraduate degree. The techniques of sight-singing used were movable-do (95.45%) for pitch and count singing (81.82%) for rhythm. Finally, the majority of the directors only spent 5-10 minutes of class time on sight-singing and 90.91% placed sight-singing at the beginning, during, or right after warmups. With these results, a sight-singing method model was created using vocal and choral warmups to assist in a sight-singing example. Suggestions for further research and studies are given.