No abstract

This study was designed to examine two aspects of sight-singing instruction: (1) solfège syllables versus the syllable loo for singing patterns and (2) the use of related songs (songs that began with tonal patterns being studied) as compared with unrelated songs. Second-grade students (N = 193) enrolled in general music classes participated in 25 minutes of sight-singing instruction for 16 sessions. In each session a new four-note pattern and song were introduced, and previously learned patterns were reviewed. Four levels of instructional treatment were examined as the independent variable: (1) related songs/solfège, (2) related songs/loo, (3) unrelated songs/solfège, and (4) unrelated songs/loo. Pitch and contour accuracy of familiar and unfamiliar patterns were examined as dependent variables on sight-singing pre-, post-, and retention tests. Results indicated significant pre-to posttest improvement in sight-singing skills. Most post-to retention test differences were nonsignificant, indicating skill retention. Sight-singing skills transferred to unfamiliar patterns. Treatment effectiveness differed by pattern familiarity. Solfège with familiar patterns and a neutral syllable (loo) with unfamiliar patterns resulted in significantly greater contour accuracy. Relating patterns to songs had no significant effect on achievement.

This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

Students’ skill development in the production and discrimination of music pitches is a goal for most music education programs. The development of these skills can begin with students’ earliest music experiences. Music activities addressing pitch should be structured and sequenced in ways that are most effective in helping students develop conceptual understanding as well as performance ability. These activities can also help prepare students for future achievement with more advanced pitch skills. To facilitate learning, teachers should incorporate a variety of activities and techniques, such as singing with a neutral syllable, singing individually, using visual and kinesthetic aids, using classroom instruments, selecting repertoire judiciously, and using effective questioning techniques that lead students to cognitively attend to and discover characteristics of musical pitches.

This research examined characteristics of a select group of tonal patterns to identify features that may affect the initial acquisition of skill in sight-singing pitch. Second graders ( N = 193) individually read and sang 25 tonal patterns on a sight-singing pretest, posttest, and retention test. Between the pre- and posttest, the students practiced 15 of the patterns during general music classes, with one new pattern introduced and all previously presented patterns reviewed each session.Ten patterns not included in the instruction were read and sung only during tests. No pattern practice occurred for 8 weeks between the posttest and retention test. Sight-singing performance was assessed for pitch accuracy and contour accuracy. Pattern difficulty indices and difficulty rankings were determined on the basis of the results. Specific pattern features are considered in relation to these data, with some characteristics affecting accuracy with pitch and contour differently.