Raise your hand if you have figured out how to teach your students to sight sing. If you are a band or orchestra teacher, don't consider yourself out of this discussion. My high school band teacher was also a singer, and his philosophy was, “If you can sing it, you can play it.” In a perfect world, band and orchestra kids would learn how to sight sing, too, as a part of total musicianship (this is why you had to take sight singing and ear training in college).
But here's the problem with sight singing: there is a disconnect between how we sight sing, and then how we actually learn music. Teachers that “teach” sight singing do so as a disconnected exercise from any other part of the rehearsal. I have been guilty of this, too. Over my years as a teacher, I had mixed commitments to teaching sight singing until a professor on my doctoral committee asked, “What are you doing to teach music literacy in the form of sight singing, dictation, and composition.” At the time, I wasn't doing very much, and my committment changed. Since that time, sight singing has been a part of what I focus on.
I have tried a number of approaches, including reading off the board (my preferred method, as all eyes are up and you can see who isn't participating), using exercises from Melodia, Bruce Phelps Sight Reading Method, and 90 Days to Better Sight Reading, using SmartMusic as a class, and even teaching complete songs via solfége. At best, kids tolerated my efforts, at worst they hated them.
This past fall, I had the chance to work with a Minnesota school district that had adopted a 1:1 Chromebook initative and wanted an outsider's perspective on how those devices could be used and what other resources could be used. In that process, the middle school choir director talked about S-Cubed, a sight singing method devised by Dale Duncan, and how that methodology was not only working with her students, but also helped with discipline in her classes.
Knowing my situation (see my last two posts), I figured it was worth a try. Dale offers the S-Cubed series on “Teachers Pay Teachers” and occasionally offers sale prices. I bought his entire series, and waited for a time in the year to begin working with it. I need to let you know that I am not receiving any financial compensation for mentioning S-Cubed. I am mentioning it because it works.
When you buy S-Cubed, you receive files of all the various PowerPoint lessons Dale has created to teach sight singing. Dale has created many (short) YouTube videos demonstrating how to teach concepts and sharing additional thoughts. He currently works in Georgia where sight singing is still a part of the adjudication of choral contests. His choirs “kick butt” in this process every year. After years of struggling with teaching sight singing, Dale observed other teachers and came up with a process that worked for him, and he is now offering his process to other teachers.
When you see Dale on his YouTube videos, you may be tempted to think, “I'm not Dale. This isn't going to work for me.” What I am sure that Dale would tell you is the same thing I have said to my student teachers–if you try to be me, you are going to fail. To succeed in this job, you have to know who YOU are and to be true to yourself, working through your strengths and learning how to cope with your weaknesses. If you buy S-Cubed, you have to present it AS YOURSELF, and not as Dale. If you do this, it will work for you.
At the core of Dale's process are two things: gameification and technology. He uses available technology (in his case, an Interactive White Board and PowerPoint), and we all know how students (heck, even adults) love playing games. Sight reading is turned into a game (at first), which leads to a systematic process that enables students to sight read without hating the process. In the process, classroom management also becomes easier.
I began using S-Cubed in March, as we have taken a period off mid-year to work on other non-singing projets (composition). Over the past 3 months, we have covered the first five lessons of S-Cubed, while there are 27 complete lessons. I have personally worked through Lesson 6, but even so, I have only used 1/3 of a year's worth of lessons with my class (remember, my classes are on an A/B format, whereas Dale's classes are open enrollment but meet daily).
I don't want to get into the specifics of what you do in each lesson, as Dale's process walks you through every step of the journey, and truthfully, the man deserves to be paid for what he has developed. What I can tell you is that S-Cubed is working, and I can't wait to start my 6th Grade students on Lesson 1, and to pick up with Lesson 6 with my 7th and 8th grade students next year.
Athough Dale includes PowerPoints (which also act as your manual) for each day (there are several days in each lesson), I have been re-creating content to use on my mirrored iPad screen with Keynote. I like to use Keynote's “laser pointer” as I walk students through the tasks which keeps me from signing (yes, signing) with them as many students used to watch me as I signed solfége instead of watching the projected screen. I also like to use APS Tuning Trainer to help my students develop sensitivity to pitch. And I like to use other resouces for quizzes, such as Google Forms (and perhaps Schoology in the future) for assessments (instant grading). I am placing a lot of hope in PracticeFirst next year (at $6 per student) to assess student sight singing as well. I might also have students record themselves on video (we shall see).
What you are going to see with S-Cubed is a systematic approach that exposes kids to solfége names and hand symbols, and then gradually puts those names and hand symbols INTO THE MUSIC. The hand symbols won't be “just” for elementary music teachers with a Kodály background any more. And if you do have elementary teachers that teach with the Kodály hand symbols, let them know you are continuing the work.
Here's the deal…this system is worth its weight in gold, and could be EASILY modified for elementary school or high school (if you choose this method, your high schools would be foolish not to continue using it), or for band/orchestra as well. The complete first method is currently selling for $150, but there are occasionally some sales, and there is no guarantee that prices won't go up, either. You can also buy individual lessons or smaller lesson packs if you don't want to commit to the entire series. Or you can download the free pack just to find out more about the method. Dale also blogs at inthemiddlewithmrd1.blogspot.com, and is in the process of developing S-Cubed year 2.
In closing, one of my major tools during the second half of the year has been S-Cubed. Kids buy into it, even stoic 8th grade students that are “too cool.” if you start this at the beginning of the year, your kids will be sight reading before you know it, and you will have massively changed the climate in your program.