Abstract:
The overall goal of this project was to explore factors in a choral ensemble setting that could either contribute to or diminish student music literacy success. Current research provides morsels of information regarding best practices for sight-singing instruction; however, much of the scholarship considers only a fraction of the elements that could lead singers to become proficient and independent music readers. Research on sight-singing proficiency regarding a broader range of topics could assist choral music educators with developing approaches that allow students to achieve as much growth as possible. While the selection and implementation of specific sight-singing methods, pedagogy, and curricula are all very important and have an impact on music literacy learning, these factors were not included as focus areas for the purposes of this research project. The factors with potential to effect sight-singing development addressed in this paper include rehearsal strategies, assessment strategies, strategic seating arrangements, and characteristics of both the students and the teacher. Research-based recommendations are included in the paper for each of the aforementioned factors. Recommendations for further research related to effective sight-singing instruction include strategic seating of individuals based on ability levels as well as information regarding the application of Vygotsky’s concepts of ZPD and MKO to sight-singing instruction.
