The Way We Do the Things We Do: A Survey of Middle-School Choral Educators' Sight-Singing Attitudes and Influences

Autor/in	Nichols, Bryan
Titel	The Way We Do the Things We Do: A Survey of Middle-School Choral Educators' Sight-Singing Attitudes and Influences
Quelle	In: Contributions to Music Education, 39 (2013) 1, S.87-100 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Middle School Teachers; Sight Method; Singing; Teacher Surveys; Teacher Attitudes; Music Activities; Music Education; Music Teachers; Questionnaires; Online Courses; Teaching Methods; Incidence; Behavioral Objectives; Demography; Relevance (Education); Educational Practices; Educational Strategies; Music Reading + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Look-and-say method; Ganzheitsmethode; Gesang; Lehrerverhalten; Musikalische Aktion; Musikerziehung; Music; Musiklehrer; Fragebogen; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkommen; Demografie; Relevance; Relevanz; Bildungspraxis; Lehrstrategie; Musizieren
Abstract	This study explored the rationale for sight-singing instructional choices of chorus teachers at the middle school level and sought to determine teachers' commitment to teaching music literacy. Three research questions formed the basis of the study: (1) what is the prevalence of sight-singing instruction in choral music classes, (2) what is the rationale for sight-singing instruction, (3) when do teachers first learn the sight-singing method they use. Members of a state music educators' association were asked to complete an online questionnaire. The majority of respondents self-reported the inclusion of sight-singing instruction for all their ensembles for a duration of five to fifteen minutes, which is similar to data previously reported in high school classrooms. When asked where they first learned the method they currently use, most teachers said that it was at the middle school level. The prevalence of this response indicates the life-long impression that early music learning may have on future music educators, though few specified their middle school teacher as an influence on their current methods selection. The data indicates that respondents employed a variety of methods, and that movable Solfège was the most frequently cited primary method. eachers' personal philosophies were determined to be more important than influences such as curriculum standards, festival requirements or previous methods professors. (As Provided).
Anmerkungen	Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: member_services@omea-ohio.org; Web site: http://cme.webhop.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01