teaching sight singing in the choral rehearsal handout

7/27/2019 Teaching Sight Singing in the Choral Rehearsal Handout

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Teaching Sight-Singing in the Choral Rehearsal:

Investing in the Future

Dr. Pattye CasarowClearwater Christian College

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 sight-singing than the system used.

3. Instrumental participation is a much stronger predictor of sight-singing achievementthan 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

2. Seven-Syllable Fixed Do System

3. Chromatic Fixed Do with Solfege



Teaching Sight-Singing in the Choral Rehearsal: Investing in the Future

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4. Fixed Letter Names

5. Moveable Numbers

6. Moveable Do, La-Based Minor*

7. Moveable Do, Do-Based Minor

II. I denti fy and Pri oriti ze

A. Rhythm

B. Pitch

III. Two to Five M inute Lessons

A. Rhythmic Training

1. Start with simple rhythms; build from where the students are. (see pages 5-9)

2. Read rhythms using syllables (ta, ti-ti, etc.) (see page 3)3. Give rhythmic dictations. Quiz periodically. (see page 10)

a. Listen carefully.

b. Write what you do know.c. Don’t get bogged down with one note.

d. Keep filling in on repetitions.

e. Think rhythm syllables.

4. Have students clap and speak rhythms.




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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 CANPOSSIBLY READ, EVEN IF IT’S ONLY A MEASURE OR TWO AT FIRST.PRACTICE, PRACTICE, PRACTICE!

Rhythmic Sequence as Suggested by the Kodály Method

Simple Meter

ta qti-ti sd ta rest Qtiri-tiri xxxc ta-ah wWsyn-co-pa aqa ta-ah-ah t

ta-ah-ah-ah e

tiri-ti xcd ti-tiri sxc

tri-o-la ssd tai ti ra ti tai ar

tim-ri gc ri-tim vh

Compound Meter

ti-ti-ti ssd ta-ti tai qar

tiri ti-ti xcdd




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Examples of Kodály Rhythm Syllables




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Name ____________________________________

RHYTHMIC DICTATION

1. _______________________________________________________________________________________

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

4. ________________________________________________________________________________________

5. _______________________________________________________________________________________

6. ________________________________________________________________________________________

7. ________________________________________________________________________________________

8. ________________________________________________________________________________________

9. _______________________________________________________________________________________

10. _______________________________________________________________________________________




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PENTATONIC SCALE:

do re mi so la

DIATONIC SCALE:do re mi fa so la ti do’




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CHROMATIC SOLFÈGE SYMBOLS




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ORDER OF SHARPS: Fresh Carrots Go Down Awfully Easy Boiled LAST SHARP IS TI

ORDER OF FLATS: Bugs Eat All Dead Grass Cut Fine LAST FLAT IS FA




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____________________________________

Name

APPLYING SOLFEGE

Instructions:

1. Determine where do is.

2. Label the solfege syllables above the notes.3. Speak and clap the rhythms using ta’s and ti-ti’s, etc.

4. Sight sing the tunes using solfege.

5. Sing the tunes with the words.




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teaching sight singing in the choral rehearsal handout

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