The Use of Specific Practice and Performance Strategies in Sight-Singing Instruction

Abstract

Because sight-reading, along with almost all other instruction in the choral classroom, occurs in a group setting, individual skill development is often overlooked. This study examined the effectiveness of teaching individual singers to employ specific behaviors that have been linked with high achievement during individual sight-reading trials while avoiding behaviors linked with low achievement. Pretest and posttest scores revealed no significant difference for high-achieving participants. Scores for low achievers differed significantly between pretest and posttest (t = 3.26, df = 33, p < .001). Desirable behaviors used during practice and performance from pretest to posttest increased significantly for both subgroups. The number of undesirable behaviors did not significantly differ for either group. Although additional strategies may be unnecessary for those already capable of sight-reading at a high level, instruction in the use of certain behaviors may allow lower achieving singers to effectively display their sight-reading skills for the first time.

Keywords

sight-reading sight-singing practice strategies instruction

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