The purpose of this study is to evaluate instructional piano methods for the average-age beginner based on their inclusion of activities that promote the development of sight-reading skills. Chapter one consists of an introduction including the purpose and need for the study, limitations of the research, and a survey of the literature. The second chapter summarizes the existing research on sight-reading and identifies four categories of sight-reading skills: topographical awareness of the keyboard, directional reading ability, pattern recognition skills, and effective sight-reading habits. Chapter three consists of a survey of the inclusion of activities and concepts that promote sight-reading skills in specific average-age piano methods during the first two years of study. The final chapter contains a sample sight-reading curriculum at the primer level with concepts and activities that will develop skills that facilitate sight-reading and may be used in correlation with any primer-level method book.
|Commitee:||Baker, Nancy, Fugo, Charles|
|School:||University of South Carolina|
|School Location:||United States -- South Carolina|
|Source:||MAI 47/05M, Masters Abstracts International|
|Subjects:||Music, Music education|
|Keywords:||Dirkse, Functional, Method, Piano, Sight-read, Sightread|
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