By Steven M. Demorest
Designed for either the training choral director and the choral tools scholar, this can be a compact and complete evaluate of the numerous instructing equipment, ideas, fabrics, and tests to be had for choral sight-singing guideline. Sight-singing is a crucial, if occasionally ignored, side of choral song schooling that frequently evokes worry and uncertainty in scholar and instructor alike. Written in an obtainable type, this publication takes the secret out of educating tune interpreting. themes lined comprise the heritage of sight-singing pedagogy and examine, in demand tools and fabrics, and useful thoughts for educating and review. this can be the one booklet to supply any such wealth of knowledge lower than one conceal and may develop into a vital a part of each choral conductor's library.
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Additional info for Building Choral Excellence: Teaching Sight-Singing in the Choral Rehearsal
As Daniels (1988) notes, "The development of competency in sight reading is a subject that is frequently neglected in the field of choral music" (p. 22). Surveys and other research on instructional objectives and the use of rehearsal time in secondary choral programs have generally supported Daniels's statement. A 1961 survey of high school choir directors in the Rocky Mountain states by Hales asked about the place of music-reading instruction in their programs. A majority of the directors supported the importance of teaching music reading; 70% believed it should be taught in all choral groups, 80% believed it should be a part of students' grades, and 67% approved of including it in festivals and competitions.
Time spent on sight-singing per rehearsal ranged from less than 5 minutes up to an average of over 11 minutes for the Texas study. 1 All surveys reported that directors spend less time on sight-singing in advanced groups than in beginning groups. This was attributed not to a lack of need in the advanced group but to a lack of time given the more demanding performance schedule. Only two studies were found that observed choir teachers' rehearsals and reported the time spent on sight-singing. C. E.
Choral teachers might benefit from looking at the structure and activities of instrumental programs as a guide for improving reading instruction in the choral ensemble. For example, instrumental groups often feature private and small group lessons that involve not just playing skills but also instruction in reading musical notation. Students are expected to practice at home, and there are a variety of graded method books for individual study. The incorporation of keyboard skills and instrumental curriculum models requires a broadening of current ideas regarding what choral training should be, but they hold the promise of many rewards for students.