The document outlines a lecture on sight reading and musicianship for a choir class targeting grades 9-10. It includes student objectives such as finding 'do' in musical examples, identifying solfege, and sight reading excerpts. The process is broken down into steps, including establishing the key signature, identifying solfege syllables, and practicing singing with hand gestures.

1. SIGHT READING
SEQUENCING MUSICIANSHIP
TREBLE CLEF CHOIR, GRADES 9 -10
TYLER ALESSI

2. LECTURE OBJECTIVES
STUDENT OBJECTIVES
• Students will be introduced to musicianship sequence
• Students will learn how to find ‘DO’ in a musical example
• Students will learn how to identify solfege present in music example using ‘DO’
• Students will learn how to sight read a musical excerpt out of time.
CA Standards
• NOV.MU:3.Pr4.1 – Select varied repertoire to study based on interest, music-reading skills, and
understanding of the structure of music, context, and the technical skill of the individual
ensemble

3. SIGHT READ THIS!

4. THAT’S NOT FAIR!

5. OK, OK, OK… LET’S
BREAK IT DOWN

6. HERE IS THE PROCESS
Establish your
Key
Find ‘DO’
Use ‘DO’ TO
IDENTIFY
OTHER
SOLFEGE
SYLLABLES
SING THE
EXERCISE
USING
SOLFEGE AND
HAND
SYMBOLS

7. STEP 1: ESTABLISH
YOUR KEY

8. FOLLOW ALONG BY SINGING AND USING HAND
GESTURES

9. BUT HOW DO I FIND DO?
• This is a key signature
• Any several combinations of sharps or flats that indicate the key of a
composition
• Key signatures can be sharp (#) or flat (b)
• We can use the key signature to find ‘DO’
• If the key signature is flat (b)
• The last flat is ‘FA’
• Count down from ‘FA’ to find ‘DO’
• ‘FA’ - ‘MI’ - ‘RE’ - ‘DO’
• If the key signature is sharp (#)
• The last sharp is ‘TI’
• Count up from ‘TI’ to find ‘DO’
• ‘TI’ – ‘DO’

10. NOW YOU TRY!

11. PROCESS
• 1. What kind of key
signature is this? Sharp
(#) or flats (b)?

12. SHARPS

13. STEP 2: USE YOUR LINES AND SPACES AND THE SHARPS
(#) TO FIND ‘DO’

14. DO YOU REMEMBER
YOUR LINES AND
SPACES?

15. LINES AND
SPACES FOR
TREBLE CLEF
(G CLEF)

16. LET’S GO BACK

17. STEP 2: USE YOUR LINES AND SPACES AND THE SHARPS
(#) TO FIND ‘DO’

18. HOW’D YOU DO?

19. E

20. E
F

21. E
F
G

22. E
F
G
A

23. E
F
G
A
B

24. E
F
G
A
B
C

25. E
F
G
A
B
C
D

26. E
F
G
A
B
C
D
E

27. E
F
G
A
B
C
D
E

28. E
F
G
A
B
C
D
E

29. D# IS ‘TI’ WHICH
MEANS E IS ‘DO’

30. NOW LET’S GO BACK
TO OUR SIGHT
READING EXERCISE

31. EF
G A B C D E
NOW YOU TRY!
Step 3: Use ‘DO’ to find other Solfege syllables
E = ‘DO’ B = ‘SOL’
F = ‘RE’ C = ‘LA’
G = ‘MI’ D = ‘TI’
A = ‘FA’
REMEMBER:

32. HOW’D YOU DO?

33. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’

34. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’
MI

35. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’
MI RE RE

36. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’
MI RE RE MI MI

37. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’
MI RE RE MI MI RE RE

38. EF
G A B C D E
Step 3: Use ‘DO’ to find other Solfege syllables
Remember: E is ‘DO’
MI RE RE MI MI RE RE SOL SOL

39. STEP 4: LET’S TRY
SINGING!

40. REESTABLISH KEY:
FOLLOW ALONG BY SINGING AND USING HAND
GESTURES

41. HOW’D YOU DO?

42. LET’S TRY TOGETHER!
FOLLOW ALONG BY SINGING AND USING HAND
GESTURES
EF
G A B C D E
MI RE RE MI MI RE RE SOL SOL

43. EF
G A B C D E
NOW YOU TRY!
Step 3: Sing on solfege syllables (with hand
signs) out of tempo
MI RE RE MI MI RE RE SOL SOL

44. GREAT JOB!

45. NEXT LECTURE, WE WILL
FIGURE OUT HOW TO
SIGHT READ IN RHYTHM!