A DESCRIPTIVE STUDY OF THE PITCH-READING METHODS AND THE AMOUNT OF TIME UTILIZED TO TEACH SIGHT-SINGING BY HIGH SCHOOL CHORAL TEACHERS IN THE NORTH CENTRAL REGION OF THE AMERICAN CHORAL DIRECTORS ASSOCIATION

Abstract

The purpose of this study was: (1) to categorize pitch-reading methods used by secondary choral teachers to determine if preferences for certain methodologies are present, and (2) to determine the status of sight-singing within the secondary choral curriculum by measuring the amount of instructional time of sight-singing. Data showed that although choral educators may agree with a philosophy of music literacy, in actuality, relatively little time is devoted to sight-singing in ensembles. The interval approach was selected most frequently to teach pitch-reading. Data showed a lack of sight-singing evaluation at contests and would seem to indicate that sight-singing evaluation at contests may increase sight-singing instructional time.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.