Teaching Strategies Related to Successful Sight-Singing in Kentucky Choral Ensembles

Floyd, Eva; Bradley, Kelly D.

doi:10.1177/87551233060250010108

Cited by 13 publications

(17 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although a small sample size (N = 24) was used in Floyd and Bradley's questionnaire for Kentucky's successful sight-singing choral educators, only 4.17% agreed that undergraduate methods classes provided their best preparation for teaching sight-singing skills. A majority of respondents (66.67%) indicated that their best preparation came from professional development and self-teaching (Floyd & Bradley, 2006). Smith (1998) found similar results when surveying Florida high school choral educators (N = 151): College preparation for teaching sight-singing was rated as fair or poor for almost half of the respondents.…”

Section: Methods Courses and Teacher Preparationmentioning

confidence: 88%

Sight-Singing Pedagogy

Floyd

Haning

2014

Journal of Music Teacher Education

View full text Add to dashboard Cite

The purpose of this study was to examine the sight-singing pedagogy content of choral methods textbooks, with the intent of determining what elements of sight-singing pedagogy are most commonly included in these resources. A content analysis was conducted to analyze information related to sight-singing pedagogy in 10 textbooks that are commonly used in undergraduate choral methods courses. Results of this content analysis indicated that although most choral methods textbooks contain some information about teaching sight-singing and music literacy skills, this information is often quite limited and does not include reference to helping students internally organize sound. In addition, information about concepts such as assessment and curriculum planning for sight-singing skills is included in only a small percentage of popular textbooks. Evaluation of these findings can help to illuminate the ways in which textbooks communicate the priorities and core values of a particular field of study, such as choral music education.

show abstract

Section: Methods Courses and Teacher Preparationmentioning

confidence: 88%

Sight-Singing Pedagogy

Floyd

Haning

2014

Journal of Music Teacher Education

View full text Add to dashboard Cite

show abstract

“…I løpet av prosjektperioden ble det forsøkt å fokusere på funnene fra Floyd & Bradley (2006), og anbefalingene fra Gordon (1997Gordon ( , 1999, McClung (2001), Blix (2007Blix ( , 2013, Johansen (2007) og Øye (2007), ved at studentene måtte arbeide aktivt med å «høre for seg» trinnene og skape melodier løsrevet fra et notebilde. Denne styrkingen av det auditive, indre bildet, ble også understreket som positivt av studentene i intervjuene i etterkant av prosjektet.…”

Section: Diskusjonunclassified

“…I en studie forsøkte Floyd & Bradley (2006) å finne undervisningsstrategier til kordirigenter hvis kormedlemmer var dyktige til å lese noter. 24 kordirigenter ble intervjuet, og av disse oppga ingen å følge et system hvor man brukte absolutt solmisasjon, synge på tonenavn eller «nøytrale vokaler» som for eksempel a, o, å (neutral syllables).…”

Section: Introduksjonunclassified

Gehørtrening og læring

Haugseth¹

2019

ADNO

View full text Add to dashboard Cite

I artikkelen presenteres en undersøkelse blant en mindre gruppe lærerstudenter av utbyttet av en utbredt gehørmetode innenfor musikkundervisning. Studenter i lærerutdanningen har i en årrekke fått undervisning i trinnsang for å lettere kunne lese noter og forstå melodiske mønstre. Denne undersøkelsen avdekker hvor effektiv gehørmetoden som brukes er, og hvor mye øving som skal til for å få fremgang. To studentgrupper var med i undersøkelsen. Én gruppe fikk undervisning i gehørmetoden, den andre ikke. Funn fra tidligere studier tyder på at denne metoden er effektiv i korsammenheng. Resultatene, målt gjennom pre- og posttest i notelesing og diktat, viser at lærerstudenter som øver til sammen cirka 1000 minutter i en periode over 7 måneder opplever å lese noter bedre og oppfatte tonetrinn lettere. Nøkkelord: trinnsang, notelesing, melodiforståelse, lærerstudenter Ear training and learning outcome AbstractThis article presents a study among a smaller group of teacher students on the outcome of a widespread ear training method used in music education. For many years, students in teacher education have learned numerical sight-singing in order to facilitate score reading and understanding of melodic patterns. This study is about measuring how effective this method is, and how much practice is required in order to attain progress. Two relatively similar student groups were included in the survey. One group had ear training, the other did not. Findings from earlier studies indicate that this method is effective in choirs. The results from this study, measured in a pre- and a post-test in score reading and melodic dictation, show that teacher students who practice around 1000 minutes over a 7-month period, are more fluent and accurate in score reading and the ability to recognize melodic patterns. Keywords: numerical sight-singing, score reading, melody recognition, teacher students

show abstract

“…Researchers have surveyed American choir directors about their primary pitch systems. The majority of directors have consistently indicated use of movable systems (Demorest, 2004; Floyd & Bradley, 2006; Kuehne, 2007; May, 1993; McClung, 2001; Nichols, 2012; Pembrook & Riggins, 1990; S. A. Smith, 1998).…”

Section: Pitch Systemsmentioning

confidence: 99%

Pitch Systems and Curwen Hand Signs: A Review of Literature

Frey-Clark

2017

Update: Applications of Research in Music Education

View full text Add to dashboard Cite

Learning to sing from notation is a complex task, and accurately performing pitches without an external reference can be particularly challenging. As such, the use of mnemonic devices to reinforce tonal relationships is a long-standing practice among musicians. Chief among these mnemonic devices are pitch syllable systems and Curwen hand signs. This review of literature is intended to equip choral and general music educators with information on the (a) rationales, (b) classroom use, and (c) effectiveness of pitch systems and Curwen hand signs. Recommendations for educators include choosing a prevalent pitch system, namely movable do or scale degree numbers, and using Curwen hand signs in the manner originally intended by Curwen.

show abstract

Teaching Strategies Related to Successful Sight-Singing in Kentucky Choral Ensembles

Cited by 13 publications

References 9 publications

Sight-Singing Pedagogy

Sight-Singing Pedagogy

Gehørtrening og læring

Pitch Systems and Curwen Hand Signs: A Review of Literature

Contact Info

Product

Resources

About