Presentation of concepts, demonstration of learning strategies and modelling of skills by the instructor, integrated with drills and practice exercises by the students. Skill reinforcement through assigned use of auxiliary resources.
- Aural Recognition
- Melodic intervals within a tonal context. Speed recognition will be stressed.
- Harmonic intervals within two octaves. Speed recognition will be stressed.
- Simple two-part textures with non-chord tones.
- Triads and four-note chords in all positions.
- Six-four chord types: cadential, passing, pedal.
- Dominant seventh chords in all positions.
- Diatonic melodies which include more complex rhythms, larger and more varied leaps, and sequences.
- Phrase types and period structures.
- Soprano and bass factors, quality, and position of chords in diatonic progressions which include: diatonic triads and dominant seventh chords.
- More complex rhythmic patterns in simple and compound meters, including syncopation and triplets.
- Error detection and correction exercises.
- Sight Singing
- Diatonic melodies which contain more complex rhythms, larger and more varied leaps.
- One- and two-part rhythm exercises.
- Musicianship Skills Performance
- Diatonic intervals with emphasis on speed and accuracy.
- Triads and dominant seventh chords in broken chord progressions.
- Increased fluency with a relative pitch labelling system (movable-doh solfège or scale degree numbers).
- Increased fluency with Curwen hand signs.
- Ensemble exercises emphasizing timing and tuning.
At the end of the course, the successful student will demonstrate satisfactory skill and musicianship in aural recognition and performance of tonal melodies, harmonies and rhythms, as outlined in Course Content.
Students will be expected to:
- Sing prepared and unprepared (or "sight") drills, exercises and compositions;
- Interpret and respond to visual cues (e.g., Curwen hand signs, conducting patterns, notated rhythms and melodies);
- Use Curwen hand signs while singing;
- Demonstrate conducting patterns while articulating rhythmic exercises;
- Hear musical material and retain it in working memory;
- Provide written answers to demonstrate aural recognition;
- Manage performance anxiety in order to execute required listening, singing and rhythmic tasks in both group and one-on-one settings within established time limits.
The course evaluation is consistent with the Douglas College Evaluation Policy.
| Sight and Musicianship Skills Tests (minimum 4, with no test weighing more than 15%) | 40% |
| Melodic, Rhythmic and Harmonic Dictation Tests (minimum 4, with no test weighing more than 15%) | 50% |
| Weekly homework assignments | 10% |
| TOTAL | 100% |
N.B.: This course includes final testing worth more than 10% during the last 14 days of classes. A standing variance to the Douglas College Evaluation Policy was granted by Education Council on Mar. 21, 2011.
The latest editions of required texts such as the following:
Ear Training Textbook
- Karpinski, Gary S. Manual for Ear Training and Sight Singing (with recordings). New York: W. W. Norton.
Sight Singing Textbook
- Berkowitz, Sol, Gabriel Fontrier, Leo Kraft, Perry Goldstein and Edward Smaldone. A New Approach to Sight Singing. New York: W. W. Norton.