DEŞİFRE ŞARKI SÖYLEME EĞİTİMİ ÜZERİNE GENEL YAKLAŞIMLAR
GENERAL APPROACHES ON SIGHT SINGING INSTRUCTION

Summary/Abstract: In this study, the factors directly and indirectly related to sight singing instruction were analyzed. The studies carried out in this regard were evaluated in terms of purpose, scope and results. As a result of evaluation, it was seen that there were two main methods used for sight singing instruction (fixed-do and moveabledo). The studies showed that the fixed-do method was effective on advanced level students, whereas the moveable-do method was more effective on beginner level students. Besides, it was determined that educators did not reach a consensus about the superiority of these two methods over each other. The behaviors of students before and during sight singing can display differences depending on their level of skill. It was seen that successful students were able to use the time given to them for sight singing better and that they were able to display the desired behaviors significantly better during sight singing compared to unsuccessful students. The studies show that there is a direct relationship between the sight singing skill and the musical background of students. Singing in choirs, attending voice training and instrument training are the most important predictors of the skill of sight singing. It was determined that educators carried out isolated rhythmic and interval drills, made use of computer assistance and speed reading techniques to develop the skill of sight singing. Moreover, it was seen that daily practices were effective in the development of the skill of sight singing and that making use of piano accompaniment increased students’ performance of sight singing. In this study, it is suggested for educators; a) give more place to activities which can develop students’ skill of sight singing instead of activities on memorizing and singing, b) encourage students to carry out individual activities through the use of computers and the piano, and c) select melodies which are appropriate for students’ voice range.

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