1. Describe two different methods of teaching music reading in choral groups.
Our textbook says that there is no one way or magic trick to teaching choral groups to read music, and in reality, several ways have proven successful in teaching students to read music notation. One proven way is teaching students intervals through familiar songs (such as a major 6th being “My Bonnie Lies Over the Ocean). Another method is to teach students the fixed Do and the movable Do. Students first learn how to read music based on the fixed Do, and can then transfer what they learn to the movable Do.
5. Why is it important that students in high school performing ensembles learn more about music than the correct execution of notes?
Though it is important for performing ensembles to learn more than just “correct execution of notes,” conductors should also keep in mind that rehearsal time isn’t necessarily time for general music classes. Teachers need to try to incorporate music theory or history, albeit briefly, into rehearsal times. When students learn about music more in depth – and are able to relate it to music they are preparing to perform, they will begin to recognize patterns and be able to read with more ease.
Fixed Do meaning always using C to teach the intervals and to read. This is typically not the way it's taught in elementary schools in ND. Movable Do is much more prevalent. The thing you'd want to know as a teacher is how they currently think about reading, testing each student to find out their skills, and then finding ways that work for individuals as well as small groups. You might have to have different methods, depending on your students. However, the caveat there is too many choices. It's best to select one main way and then find supplemental activities.
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