Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Carol A. Earnhardt (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Patricia Sink
Abstract: There are a variety of opinions among high school choral music educators concerning the most successful sight-singing teaching methods and approaches for high school students. The purpose of this study was to investigate the sight-singing methods and approaches of North Carolina high school choral music educators. A survey was designed to: (a) collect demographic information of the teacher, the school, and the choral program, (b) examine the attitudes of teachers toward sight-singing instruction, and (c) analyze preferences for and uses of sight-singing methods and approaches in the classroom. The online survey was administered at each of the three North Carolina Music Educators Association (NCMEA) high school honors chorus audition sites. Participants (N = 127) included high school choral music educators whose students participated in the auditions. Ninety-eight percent of the participants (n = 125) responded that they provided sight singing instruction during rehearsals, and thereby, were prompted to respond to additional items concerning: (a) attitudes toward sight singing; (b) choice of systems for tonal and rhythmic sight singing; (c) aural training strategies used for sight-singing instruction; (d) kinesthetic strategies used for sight-singing instruction; and (e) frequency and setting of sight-singing assessments. Participants reported they agreed (12.1%; n = 15) or strongly agreed (87.9%; n = 109) that sight-singing instruction is important. Survey responses confirming this belief included the number of participants (81.5%; n = 101) who attended professional development for sight-singing instruction, and the number of participants (75%, n = 93) who elected to participate in ensemble sight-singing adjudication at the NCMEA choral adjudication event. Participants reported that they devoted an average of 30% of rehearsal time to teach students to sight sing. Responses to the survey revealed that 98.4% of the participants (n = 123) used tonal solmization system and rhythmic syllabification systems during sight-singing instruction. Analysis of data revealed that the majority of participants preferred to use movable-do solfège for major-key tonal sight singing, movable-do solfège with tonic as la for minor-key tonal sight singing, and the Takadimi syllable system for rhythmic sight singing. Aural training strategies were used by 94.4% of participants (n = 118) during sight-singing instruction. The most frequently used aural training strategy was imitation of a vocal demonstration, and the least frequently used strategy was improvisation. Kinesthetic training was used for sight-singing instruction by 88.8% of the participants (n = 111). The most frequently used kinesthetic strategy was solfège hand signs, and the least frequently used kinesthetic strategy was clapping. Ninety-six percent of participants (n= 120) assessed student sight singing. The most frequently used setting for sight-singing assessments was in small groups—performed live for the teacher, and the least used setting was in small groups—recorded in isolation. Results of the study emphasized several implications for the field of music education, including: (a) use of function-based systems for tonal and rhythmic instruction; (b) the separation of pitch from rhythm for sight-singing instruction; (c) repertoire choice that reflects the sight singing ability of ensemble members; (d) participation in sight-singing adjudication at choral festivals; and (e) the use of aural training and kinesthetic activities in sight-singing instruction. A distinctive feature of the survey for this study was the investigation of aural training and kinesthetic activities used by high school choral music educators in sight-singing instruction—strategies that have not been thoroughly investigated at the high school level.
Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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Created on 12/1/2021
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2021
- Keywords
- Assessment, Aural, Kinesthetic, Sight singing, Solmization, Survey
- Subjects
- Sight-singing
- Choral music $x Instruction and study
- Music teachers
- High schools $z North Carolina