Date
5-23-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
John Wilkerson
Keywords
Music Education, Sight-reading, Band, Concert Band, Teaching Music, Music Literacy, Music acquisition, sight-reading pedagogy, teaching pedagogy, instrumental music education, music fundamentals approach, music literacy, music literacy method, high school band, sight-reading instruction, music reading proficiency, music instruction comparison, wind ensemble, sight-reading methods, student practice habits, music instruction comparison, sight-reading improvement
Disciplines
Education | Music
Recommended Citation
Luchterhand, Nicholas A., "A Comparison of Sight-Reading Methods For Instrumental Ensembles with The Consideration of Engagement" (2025). Doctoral Dissertations and Projects. 6978.
https://digitalcommons.liberty.edu/doctoral/6978
Abstract
Despite the fact that nearly all band programs competing in festivals are evaluated on sight-reading ability, minimal research exists regarding specific pedagogical sight-reading methods and their effectiveness. Traditionally, music educators have used scales, rhythm books, method books, and technical exercises as warm-ups in order to improve overall music reading skills. Employing these methods is also known as the Music Fundamentals Approach. However, researchers have challenged this as the best method for development. To evaluate potential advantages among different approaches, a quantitative study will compare success rates of three sight-reading acquisition methods across separate high school band classes: one employing a "music literacy method", another using a "music fundamentals approach," and a third combining both strategies. Students will be given a pre-test and post-test to evaluate their sight-reading abilities and improvement over the course of two months. Surveys tracking students’ hours of additional practice will be given throughout the study to evaluate if this variable could significantly impact the evaluation of the methods utilized in class. Findings may benefit and advance the pedagogical methods and sight-reading abilities in preparation for festivals, as well as improve engagement and the overall experience of music educators and music students in the classroom. Results may show which method will yield the greatest benefits for sight-reading advancement. Furthermore, this study could encourage additional examination by fellow researchers to apply the exploration of lesser-documented sight-reading strategies to the classroom.
