This study aims to boost the sight-reading skills of the inexperienced grade six students through the use of melodic ostinato patterns as a strategy. Prior to the demonstration teaching, information about the current status of music education in the provincial setting was gathered and generated through field observations and interviews with the students and music teachers. It is noted that teachers who handle music classes are not really music major graduates. It serves as one factor why the application of musical concepts particularly in sight-reading was not given emphasis in the classroom teaching. Guided by Orff, Campbell and Scott-Kassner philosophy of sequential learning, a strategic framework that uses the melodic ostinato patterns with three phases: (1) rhythm patterns (2) melodic patterns (3) part-singing, was created as a guide in teaching sight- reading. There were individual and group skills tests and performance-based tests to assess the strength of the sight-reading skill acquisition of students. Findings indicated that sight-reading plays a significant role in the music classes. The students were able to read musical score through individualized and group interpretations. The findings showed that through simple melodic ostinato patterns used in this study can help develop the sight-reading skills of the students upon following the step by step procedure. Students were provided with the necessary materials to be able to understand and interpret music when they see it. Since melodic ostinato patterns are done repeatedly, it increases retention on students’ note reading.
Queeny Rose Ann Penaflorida, Assumption College, Philippines
Stream: Teaching Experiences
This paper is part of the ACE2019 Conference Proceedings (View)
View / Download the full paper in a new tab/window