[Menvi-discuss] sightsinging Class

Thu Oct 25 17:36:04 UTC 2012

i'm not sure what you are asking.
do you know your interval signs, and your sharp and flat signs? 
that plus the key signature dictate what note the interval lands on.

At 01:25 PM 10/25/2012, you wrote:
>Hello,
>I'm wondering how one would memorize intervals in Braille?
>If I'm in C major and see C, E, I would think of a major third. 
>But if I was in E major, a C, E, would be a minor 3rd with the 
>notes looking exactly the same. I'm very new to reading Braille 
>music, but I've found that it is much easier to think of singing a 
>C#, E, then seeing a C, E, and thinking if it is a major or minor 
>3rd. Should I try for thinking in intervals rather than in notes? 
>Will thinking in intervals help my intonation more than thinking a 
>Bb then singing it?
>I know print music is formatted so one can do either, but Braille 
>is the exact notes and nothing else. It would be like having 
>interval numbers between each new note...
>As it is, I can do both, but the interval reading takes a second 
>of thought that would not do me any good in a sight singing situation.
>Thanks,
>
>Brandon Keith Biggs
>-----Original Message----- From: David Goldstein - Resource Center
>Sent: Thursday, October 25, 2012 7:54 AM
>To: This is for discussing music and braille literacy
>Subject: Re: [Menvi-discuss] sightsinging Class
>
>A lot of people tell me they started out thinking there was no 
>reason for
>Solfege and didn't think they needed to think in those 
>terms--until they
>started sight-singing or analyzing more complicated pieces.  It's 
>helpful to
>think of the melody and how its notes relate to each other 
>separately from
>what key it's in.  I know it's hard for those of us with close to 
>perfect
>pitch to see an F and sing A, but I think it can be done, just as 
>one learns
>to get used to the idea that when you put a kapo on the guitar's 
>second
>fret, a C chord is now a D chord.  You could try to think of the 
>exercises
>in Solfege, with whatever the dominant key's happening to be 
>starting with
>as Do.  If that doesn't work, what I think I would do would be to 
>read the
>beginning of the exercise before singing, and imagine hearing it 
>in my head
>in the key the book says.  Then, once I knew where it was going, I 
>could
>say, that's too high, and sing it in my range.  I think it would 
>be better
>to develop that kind of skill mentally, rather than take the time to
>transpose the piece on paper into notes you can sing.  If the 
>teacher refers
>to a particular note in a particular measure, you want to be able 
>to read it
>as he sees it, and not have to constantly be transposing back in 
>your head
>to know what he's talking about.  You would be more likely to find 
>you had
>made a mistake that way, and the teacher would grade it it as an 
>error.
>
>I once read about singers in the Smoky Mountains who knew about 
>modes but
>nothing about keys.  If something was too high for them, they had very
>little idea why.
>
>David
>
>----- Original Message ----- From: "Brandon Keith Biggs" 
><brandonkeithbiggs at gmail.com>
>To: "This is for discussing music and braille literacy"
><menvi-discuss at menvi.org>
>Sent: Tuesday, October 23, 2012 6:52 PM
>Subject: [Menvi-discuss] sightsinging Class
>
>
>Hello,
>I just had a huge discussion/argument with my sightsinging teacher 
>about the
>goals of a sightsinging class and what should be the objectives 
>reached by
>the students.
>I felt that singing a high F down an octave when I see it in the 
>middle of a
>melody is more acceptable than playing an A when the piece is in C. My
>teacher insisted that the melody had to be unaltered when performed in
>class. I explained to him that there will be very few times when I 
>would be
>encountering an aria that I need to sight sing that is out of my 
>range in
>the real world and as an Opera singer, shattering my developing 
>perfect
>pitch is more detrimental than the point of the class. Especially
>considering I do much more sightsinging out of class than I ever do in
>class. He told me that I had to sing the melody and that was that, 
>he didn't
>care what key.
>
>My question is, what do people recommend? He gives us the 
>exercises we are
>to perform the week before and then we practice them and bring 
>them in. I
>thought of putting them in lime and transposing them to something 
>I can sing
>easy. They are only like 8-10 measures, so although this will take 
>more
>time, I think it will be better for me.
>Does anyone have any other techniques in dealing with a class like 
>this?
>Thank you,
>
>Brandon Keith Biggs
>
>
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