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Degree

Master of Music, Cleveland State University, College of Liberal Arts and Social Sciences, 2007.

Abstract

The purpose of this study was to examine the types of music literacy and sight-singing techniques and/or approaches that elementary and middle school general music teachers and choir directors employ in their classroom. Data from this study includes survey questionnaire responses from 66 elementary and middle school general music and choral directors from urban, suburban, and rural school districts in the Northeastern Ohio area. The survey asked the music teachers to indicate the methods and materials they prefer, and how much time they spend on sight-singing instruction. Results revealed that the majority of teachers include weekly sight-singing instruction teach in the suburban schools, but almost 40% of them spend 10 minutes or less a week on sight-singing in their music classrooms. Movable-do was preferred over mixed-do, numbers, and neutral syllables by the respondents for teaching pitch recognition, and the Kodaly method and count singing were the rhythm reading systems that were being used more often. In addition, the Kodaly hand signs were the most frequently used sight-singing visual aids, and only 25% of the subjects listed certain instructional books as a way to enhance sight-singing training. Such findings could help present and future music teachers decide which systems they prefer, which could increase the sight-singing retention levels of their students.

Subject Headings

Music

Keywords

sight-singing; music teachers; Kodaly; Demorest

Advisor

Rita Klinger

Pages

97p.

Document number: csu1198290006
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=csu1198290006

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