Lesson 3: SIGHT-SING
Duration of Days: 30
Lesson Objective
Students will develop music literacy through solfège, tonal patterns, and sight-singing.
How does sight-singing improve ensemble independence?
Why is solfège useful in choral rehearsal?
How do singers internalize pitch relationships?
Solfège, tonal patterns, sight-singing, interval, scale, melodic contour
MU:Pr4.2.E.IIa
Students identify patterns, apply sequencing skills, and analyze structure.
Students develop sight-singing and tonal literacy skills.
DOK 1: Students identify solfège syllables and tonal patterns.
DOK 2: Students perform major scale and melodic exercises using solfège.
DOK 3: Students analyze pitch relationships and patterns in sight-reading examples.
DOK 4: Students independently apply sight-singing strategies to unfamiliar music.
Music literacy supports independent musicianship in rehearsal and performance settings.
Students may think it is not possible to decipher how to sing something without hearing it first, but musicians can use strategies to audiate (hear notes in our minds) without a reference.
Call-and-response practice, scaffolded sight-reading, visual supports, and peer modeling
DOK 1: Students identify solfège syllables and intervals.
DOK 2: Students perform melodic exercises using solfège.
DOK 3: Students analyze patterns in sight-reading excerpts.
DOK 4: Students independently perform unfamiliar melodic passages using sight-singing strategies.