scholarly journals Setting a Strong Foundation for Music Students within Jackson Public Schools.docx

2019 ◽  
Author(s):  
Ramon Jackson
Keyword(s):  
Reading Skills ◽  
Music Students ◽  
Sight Reading ◽  
Breathing Techniques

This specific issue can be addressed by developing a plan to enhance student’s sight-reading skills, prepare them for auditions and improve tonality though optimal and appropriate breathing techniques.

scholarly journals Setting a Strong Foundation for Music Students within Jackson Public Schools.docx

2019 ◽  
Author(s):  
Ramon Jackson
Keyword(s):  
Reading Skills ◽  
Music Students ◽  
Sight Reading ◽  
Breathing Techniques

This specific issue can be addressed by developing a plan to enhance student’s sight-reading skills, prepare them for auditions and improve tonality though optimal and appropriate breathing techniques.

The Early Development of Sight-Reading Skills in Adulthood

2011 ◽  
Vol 59 (2) ◽  
pp. 196-220 ◽  
Author(s):  
Marjaana Penttinen ◽  
Erkki Huovinen
Keyword(s):  
Elementary School Teachers ◽  
Visual Processing ◽  
Reading Skills ◽  
Skill Development ◽  
Sight Reading ◽  
Fixation Time ◽  
School Teachers ◽  
Direct Identification ◽  
Identification Process ◽  
Increased Sensitivity

In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music training period. During this period, 15 novice sight-readers’ development was observed in three measurements, with 15 amateur musicians functioning as a comparison group. The novices’ allocation of fixation time within metrical units gradually approached a pattern demonstrated by the amateurs in which increased sensitivity to metrical divisions was evinced by larger average fixation times on the latter halves of bars. Concerning larger melodic skips in otherwise stepwise melodic contexts, an analysis of fixation times suggested that the novices’ visual processing of skips did not proceed in terms of note comparison across the skip but rather through a direct identification of the notational symbols involved. Skill development was seen, then, as increasing fluency of this identification process. These and similar findings may lead to a better understanding of the problems encountered by novice sight-readers and thus to advancements in the pedagogy of music reading.

scholarly journals Evolving Musical Sight Reading Exercises Using Expert Models

2021 ◽  
Vol 3 ◽  
Author(s):  
Charlotte Pierce ◽  
Tim Hendtlass ◽  
Anthony Bartel ◽  
Clinton J. Woodward
Keyword(s):  
Evolutionary Algorithm ◽  
Reading Skills ◽  
Art Music ◽  
Resource Constraint ◽  
Difficulty Level ◽  
Sight Reading ◽  
Sheet Music ◽  
Traditional Practice ◽  
Western Art ◽  
Expert Models

Sight reading skills are widely considered to be crucial for all musicians. However, given that sight reading involves playing sheet music without having seen it before, once an exercise has been completed by a student it can no longer be used as a sight reading exercise for them. In this paper we present a novel evolutionary algorithm for generating musical sight reading exercises in the Western art music tradition. Using models based on expert examples, the algorithm generates material suitable for practice which is both technically appropriate and aesthetically pleasing with respect to an instrument and difficulty level. This overcomes the resource constraint in using traditional practice exercises, which are exhausted quickly by students and teachers due to their limited quantity.

Development of Harmonization and Sight-Reading Skills among University Class Piano Students

2000 ◽  
Vol 48 (2) ◽  
pp. 151-161 ◽  
Author(s):  
Steven L. Betts ◽  
Jane W. Cassidy
Keyword(s):  
Reading Skills ◽  
Sight Reading ◽  
Music Majors ◽  
Left Hand ◽  
Piano Students ◽  
Right Hand ◽  
Keyboard Skills ◽  
Class Piano ◽  
The Right ◽  
Remaining Time

This study is an exploration of the development of sight-reading and harmonization skills among nonkeyboard music majors enrolled in six intact sections of class piano ( N = 39). Classes included 10 minutes of instruction in each of two topics, harmonization and sight-reading, with the remaining time spent on keyboard skills not directly related to the study. Subjects were videotaped twice completing two harmonization and two sight-reading tasks. Videotapes were analyzed for pitch and rhythm errors. Statistical analysis compared pretest to posttest scores, right-hand to left-hand scores, the four tasks, and practice-group condition. Results indicated the right hand was more accurate and consistent than was the left hand, made less improvement on all tasks, and was slightly more accurate on the harmonization tasks than the sight-reading tasks. The left hand made noticeable gain in accuracy on all tasks and was more accurate on the easier tasks than on the more difficult ones.

The Effects of Distracted Inner Hearing on Sight-Reading

2003 ◽  
Vol 31 (4) ◽  
pp. 377-389 ◽  
Author(s):  
Clemens Wöllner ◽  
Emma Halfpenny ◽  
Stella Ho ◽  
Kaori Kurosawa
Keyword(s):  
Repeated Measures ◽  
Reading Ability ◽  
Music Students ◽  
Sight Reading ◽  
Structured Interviews ◽  
Repeated Measures Design ◽  
Highly Correlated ◽  
Experienced Difficulty

The importance of inner hearing in musical sight-reading was investigated with an interference paradigm. In a repeated measures design, 20 music students sight-sang two melodies, one of those while listening to distracting music. Participants answered aspects of sight-reading ability and strategy in questionnaires and in semi-structured interviews. The number of mistakes in the sung melodies was calculated; in addition, expert listeners rated continuity/fluency and overall quality. Distracted inner hearing only led to significantly worse rating results for overall quality. Nevertheless, participants found inner hearing to be significantly more difficult with distracting music, and the number of mistakes is highly correlated with the experienced difficulty of inner hearing. Possible explanations and implications for further research are discussed.

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