In ChoralEd Episode 24, Robert Westerberg discusses the numbers sight-reading method. When selecting a sight-reading method to implement in your classroom, it’s important to consider your student population. If your ensemble incorporates a wide range of age and ability levels or frequently includes new students, then numbers may be a great option for your program. This is due, in part, to the speed at which numbers can be introduced to students. Utilizing a numeric sequence that all students are acquainted with, the numbers system is very intuitive. This is in contrast with the mnemonic concept of solfège, which utilizes syllable names that are unfamiliar to students.
Two logistical challenges occur in the numbers sight-reading method. First, numeral “seven” is a two-syllable word, that, if performed as two syllables, alters the notated rhythm. The simple accommodation for this issue is to have students perform numeral “seven” as a monosyllable (“sev”). Chromatic pitches may also create some challenges for the numbers sight-reading method. Westerberg suggests having students sing the words “sharp” or “flat” when performing these pitches. For example, the “C” Major chromatic scale would include the syllables: 1, sharp, 2, sharp, 3, 4, etc. . . (C, C#, D, D#, E, F).
The numbers sight-reading method also provides opportunities for cross-curricular learning through the use of simple mathematical equations. For example, the teacher can provide students with simple addition, subtraction, multiplication, and division equations that result in the students singing the numeral of the calculation. (For a video demonstration of this exercise click here, 12:02).
To watch ChoralEd, Episode 24 on YouTube click HERE
To listen to ChoralEd, Episode 24 on Apple Podcasts click HERE
Leave a Reply
You must be logged in to post a comment.