Music for Sight Singing / Edition 4

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This complete program in sight singing and ear training blends step-by-step guidance with frequent practice to help readers develop the skills to hear mentally a piece of printed music without using an instrument. It features a finely organized collection of melodies taken from music literature, ranging from the works of the best composers from the 16th-20th centuries to the folk song literature of the world. Considers both melody and rhythm, separately, then together in each chapter. Melody: Diatonic Intervals and Chromaticism. Rhythm: Division and Subdivision of the Beat. The Medieval Modes. Twentieth Century Music. For anyone interested in sight singing.
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Product Details

  • ISBN-13: 9780132343602
  • Publisher: Prentice Hall Professional Technical Reference
  • Publication date: 2/28/1996
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 360
  • Product dimensions: 6.57 (w) x 9.01 (h) x 0.87 (d)

Table of Contents

1 Melody: Scale-Line Movement, Major Keys 1
2 Melody: Intervals from the Tonic Triad, Major Keys 21
3 Melody: Intervals from the Tonic Triad, Major Keys 38
4 Melody: Minor Keys; Intervals from the Tonic Triad 53
5 Melody: Intervals from the Dominant (V) Triad; Major and Minor Keys 64
6 The C Clefs: Alto and Tenor Clefs 83
7 Melody: Further Use of Diatonic Intervals 94
8 Melody: Intervals from the Dominant Seventh Chord (V[superscript 7]); Other Diatonic Intervals of the Seventh 110
9 Rhythm: The Subdivision of the Beat; the Simple Beat into Four Parts; the Compound Beat into Six Parts 122
10 Melody: Intervals from the Tonic and Dominant Triads 133
11 Melody: Further Use of Diatonic Intervals 140
12 Melody: Chromaticism (I): Chromatic Tones; the Dominant of the Dominant (V/V) Harmony; Modulation to the Key of the Dominant 158
13 Melody: Chromaticism (II): Modulation to Closely Related Keys; Additional Secondary Dominant Harmonies 179
14 Rhythm: Syncopation 207
15 Rhythm: Triplet Division of Undotted Note Values; Duplet Division of Dotted Note Values 236
16 Rhythm: Changing Time Signatures; the Hemiola; Less Common Time Signatures 260
17 Rhythm: Further Subdivision of the Beat; Notation in Slow Tempi 280
18 Melody: Chromaticism (III): Additional Uses of Chromatic Tones; Remote Modulation 292
19 Melody: The Medieval Modes 309
20 Twentieth-Century Melody 328
Appendix: Musical Terms 357
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To become successful in reading rhythm and singing pitches at sight, one must have at hand a considerable amount of material, for the simple reason that after the initial performance of an exercise, its repetition cannot again be considered singing at sight. That the sight-singing materials will provide a musical satisfaction greater than from routine exercises, the melodies included in this text are carefully chosen from the literature of composed music and from a wide range of the world's folk music. Music examples written especially for pedagogical purposes are kept to a minimum.

The materials chosen are so graded that the student is presented with just one musical problem, rhythmic or melodic, at a time. No example includes any element not already presented, allowing the student to progress easily from the simplest to the most complex materials. To facilitate each new presentation in either element—pitch or rhythm—the opening examples of each chapter make use only of the simplest materials of the other element.

Prerequisite to the study of sight singing is a working knowledge of some of the basic aspects of music theory, these often taught under titles beginning with "Introduction," "Rudiments," or "Fundamentals".' In the area of pitch, these are especially important: (1) the ability to spell, write, and sing all major and minor scales, (2) the ability to write all major and minor key signatures, and (3) the ability to recognize the key from the given key signature. In the area of rhythm, a knowledge of note values and the interpretation of time (meter) signatures is necessary. Much of this information will be reviewed in variouschapters of this text. However, bringing to the opening studies a comprehensive and usable knowledge of these basic materials will guarantee more immediate accomplishment of sight-reading goals.

The text as a whole may be considered as consisting of four parts:

  1. Chapters 1-9, diatonic melodies with rhythmic patterns limited to beat-note values and their divisions.
  2. Chapters 10-12, rhythmic studies and diatonic melodies that include subdivisions of the beat value.
  3. Chapters 13-19, chromaticism, modulation, and more advanced rhythmic problems.
  4. Chapters 20-21, the medieval modes and twentieth-century music.

This organization of the text allows a choice in the order of presentation, either straight through or selective. For an example of the latter, upon completion of Chapter 5 (intervals from the tonic triad in major and minor keys, and rhythm problems in divided beat patterns only), study may continue with Chapter 10, rhythmic reading in subdivided beat patterns. Then in Chapter 11, melodies are again either scale-wise or display intervals in known contexts. Study then may even be continued with easier melodies of Chapter 20, Medieval Modes. A careful study of the table of contents will reveal many similar possibilities.

Major changes in this fifth edition include the following.

  1. Additional instructional materials will be found throughout the text.
  2. Additional sight-singing examples will be found throughout the text, but particularly in the early chapters and those chapters presenting chromatic harmony and modulation.
  3. The rhythmic and melodic examples found in earlier editions are now separated—Chapter 1: Rhythm, and Chapter 2: Melody.
  4. In the early chapters, melodies in the "difficult keys" (five to seven accidentals) are deferred or placed at the end of the chapter.
  5. Many melodies are transposed to lower keys.

Major changes in previous editions have been retained in the present edition. These, among others, include melodies using only diatonic scale lines for the first sight singing experience, the inclusion of two-voice rhythmic and melodic examples, the study of the melodic use of secondary dominant harmony as an introduction to the sight-singing of modulation, and rhythmic and melodic examples helpful in the study of twentieth-century melody.

Robert W. Ottman

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