|Institution:||Kent State University|
|Keywords:||Music Education; Music; music education; teaching; music; sight reading; sight-reading; concert band; wind ensemble; adjudication; band festival; performance assessment|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=kent1492776380156841|
Sight reading is the ability to read and perform musicat first sight without preparatory study of the pieces. Each year,high school large group instrumental and choral adjudicated eventsoccur throughout the United States. Evaluation in sight reading isa part of these events in some states, however, the results of thenationwide sight-reading overview by Paul (2010) show fewer thanhalf of the state-sponsored music contests require assessment insight reading. The purpose of this study was to investigate thestate of sight reading in band performance evaluations andclassrooms across the nation. This study in sight reading sought toidentify baseline knowledge, which explored the traditions andprocedures, attitudes of directors, and event experiences in highschool large group band performance evaluations. This researchspecifically focused on large ensemble, band sight reading in boththe rehearsal and adjudicated performance room. A mixed methodsapproach was used, which allowed the strengths of both qualitativeand quantitative paradigms to emerge. Utilizing portions of bothmodels aided in the discovery of answers to the research questionsin this study.Initially, data regarding sight-reading procedures atlarge group sight-reading evaluations was gathered from each state.Next, responses to a survey were collected from band directorsacross the United States. Feedback in the areas of sight-readingparticipation, director training, student preparation, and directorattitude toward adjudication in sight reading was given. Finally,participants were selected for a more in-depth interview. The lineof questioning involved a more focused look at their attitudes andexperiences surrounding sight-reading adjudication. Results fromthis study have yielded information that can potentially impactteacher training, professional development, and the organization ofthe sight-reading adjudication system. The Sight ReadingInstruction Training Attitude Survey (SRITAS) was developed withthe guidance of several surveys used as source material. Results ofthe survey provided a broad portrait of sight-reading instructionand adjudication throughout the United States. Participantsrevealed that they have a varied structure in which they teachsight reading within their schools, and a mixture of attitudes whenit comes to sight reading adjudication. All participants believethat sight reading is an important aspect of the music education ofa child, but the manner in which that skill is taught variesgreatly. It is evident that many of the states sharecharacteristics in sight reading education, such as placement inthe adjudicated process, and desire for the students to be activelyengaged in the study time. Some of the procedural aspects differfrom one state to the next. Preparatory study time and directorscommunication during the performance are a few of theseaspects.Discussions among band directors and state leaders, basedon the importance of including sight-reading evaluation in theirfestival, need to serve as aAdvisors/Committee Members: Resta, Craig (Advisor).