Music Literacy in the Choral Classroom


Music reading is a complex set of skills de- manding knowledge of music notation and the ability to translate it into performance. In addition, music literacy includes knowledge of music symbols and an awareness of stylistic requirements within a score. Unfortunately research indicates that most secondary school singers are not proficient music readers. Vocal music students, for example, may perform with exemplary tone and expressiveness, however struggle to sight-read a simple arrangement. Singers with weaker music reading skills in choral ensembles oſten rely on stronger singers to contribute. Struggling music readers can bypass individual responsibility by listening to people around them. Tey also rely on “tricks” or clues from directors that stimulate music reading. Tese students mask the fact that mu- sic reading is not taking place.


Although many choral programs across the United States provide regular sight reading in- struction within the rehearsal, the instructional practices, teachers’ philosophy, method, and commitment varies. Limitations such as de- creased instructional time, increased demands in performances, a lack of materials, discomfort and a lack of training for teachers, discourage choral teachers from working on music reading skills. Prioritizing daily music reading instruc- tion can pose a challenge, however the long- term benefits certainly outweigh the short-term hurdles.


Literacy in music enables students to function without assistance, as active music makers and listeners. Instruction in music reading will help students learn music faster and more efficiently. Students will also learn how to apply previously acquired music knowledge to new literature. As students become more literate, they will develop more positive attitudes toward music and themselves as musicians. Lifelong involve- ment in music is also predicated on teaching basic music reading skills. Singers who are able to read music are much more likely to par- ticipate in music throughout their adult lives.


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Diane Scott


Choral educators, in order to develop autono- mous musicians with continuing involvement in music, would best serve their students by creating multiple opportunities for achieving music literacy.


Which approaches develop music reading skills most effectively? Within the choral classroom, music reading is most commonly associated with sight-reading or sight-singing. Although techniques, strategies, context, and frequency varies, most teachers devote time to sight-read- ing instruction. Furthermore, many states, including Michigan, offer adjudicated choral festivals that require sight-reading. While sight-reading instruction is beneficial and im- proves music reading skills, it is oſten not in it- self a comprehensive approach. Other methods such as score study, error detection analysis, aural dictation activities, and composing music can also assist in reinforcing music literacy.


Score Analysis


Te process of analyzing scores enables musi- cians to identify underlying structures of and gain a better understanding of the music to be performed. Studying certain elements as isolated units and analyzing specific features can assist with memorization as well as increase music reading skills. In addition, score analysis assists students with error detection skills.


Analysis of scores can include numbering measures within the music, identifying me- lodic or rhythmic features, locating means of expression, defining the form, or noting texture within sections of a song. Teachers have an op- portunity to educate students on marking and distinguishing characteristics in their music. As training and experiences with this increase, singers will be able to describe issues in their performance with more detail. Tese experi- ences with the written page as reader and singer can enhance future aesthetic experiences and build self-sufficient performers. Music edu- cators should consider daily score study with


Choral


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