table of contents

Introduction

Sight Reading Checklist . . . . . . . . . . . . . . . . . .2

Counting Systems . . . . . . . . . . . . . . . . . . . . . . .3

Unit 1

Dotted Quarter and Eighth Notes . . . . . . . . . . .4

Special: “Road Maps” . . . . . . . . . . . . . . . . . . . .6

Ensemble: Men of Harlech March . . . . . . . . . . .7

Unit 2

Long Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Special: Subdividing . . . . . . . . . . . . . . . . . . . .10

Ensemble: Theme from Symphony No. 1 . . . .11

Unit 3

Rests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Special: Dynamics . . . . . . . . . . . . . . . . . . . . . .14

Ensemble: Theme and Variation on “Spring” . . 15

Unit 4

Ties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Special: Meter Changes and Conducting . . . .18

Ensemble: Mixed-Up Bach . . . . . . . . . . . . . . .19

Unit 5

Note Values: Long to Short and Short to Long . . . . . . . . . . . . . . . . . . . . . .20

Special: Bowings and Articulations . . . . . . . . .22

Ensemble: Noel’s Galliard . . . . . . . . . . . . . . . .23

Unit 6

Conjunct (Stepwise) Interval Patterns . . . . . . .24

Special: Accompaniment Patterns . . . . . . . . .26

Ensemble: Old Joe Clark . . . . . . . . . . . . . . . . .27

Unit 7

Disjunct (Skipping) Interval Patterns . . . . . . . .28

Special: Accidentals and Key Changes . . . . .30

Ensemble: Bugle-Call Blues . . . . . . . . . . . . . .31

Special Page: E and C Strings . . . . . . . . . . . .32

String BassWelcome to Sight-Read It for Strings: Improving Reading and Sight-Reading Skills in the String Classroom or Studio. This book will help you become better at reading—and specifically, sight reading—music . Here’s how:

First, work with your teacher to learn at least one of the systems used to count beats in music (listed on page 3) . Then, look at the “Sight Reading Checklist” on page 2, and identify clues that can help you understand how to play unfamiliar music with ease . Next, turn to any unit in the book . Each unit addresses a separate set of sight reading

challenges that you will discover as you play the “Pretest .” Following the Pretest is a series of exercises that will help you to practice and focus on each of these issues . Once you can easily play these exercises, sight read the “Post Test .” After the Post Test is a “Special” page that explores other music reading concepts . Finally, each unit closes with an ensemble piece that you can play with your friends that revisits all of that unit’s sight reading challenges . As you practice through this book, your ability to read music will get stronger and stronger! Good luck, and get ready to get reading!

Copyright © MMVI by Alfred Publishing Co., Inc.All rights reserved. Printed in USA.

ISBN: 0-7390-3973-3

2

1. Title The title may indicate something about the style or mood of the piece .

2. Composer The composer’s name may be a clue to the style of music .

3. Tempo and Tempo Changes These markings indicate the speed and any speed changes .

4. Key Signature and Key Changes These indicate which scale notes to play and when they change .

5. Time Signatures and Time Changes These indicate the meter and when it will change .

6. “Road Map” These markings indicate where to go in the music and other important visual cues .

�If�you�have�time�you should also check the following items:7. Beginning and Ending Dynamics

The dynamics tell you how loud or soft to play at the beginning and end of the piece .

8. Accidentals These indicate when pitches are altered in some way .

9. Articulations Articulation markings indicate the length of the notes and special ways to use the bow .

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Now�use�this�checklist�to guide you as you look over the piece below . Discuss the process with your teacher and classmates, then play the piece .

sight reading checklistBefore playing a piece of music for the first time, look it over carefully for these important clues which will

make sight-reading the piece easier and more successful . Make sure you take time to think about the following:

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counting systemsWhen sight-reading music, it is important to be able

to count the rhythms in the music out loud, then silently "in your head ." Musicians use a variety of different systems to count rhythms . In three common systems, students speak

(1) beat numbers, (2) syllables (such as the Gordon System) or (3) beat numbers and syllables (as in the McHose System) .

Students use other counting systems, too . Whatever system you use, it is important to use a counting system consistently .

Using�the�system�your�teacher�suggests:

1 . Count the following rhythm exercises out loud . Clap or tap a steady beat as you count . 2 . Write what you spoke under the beats as you repeat the exercises silently, (syllables or numbers) . 3 . Play the rhythms using a note of your choice, or notes suggested by your teacher .

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Read�the�rhythm�examples�below,�using each system (or one suggested by your teacher) to count the beats . Be sure to whisper the beats in parentheses .

Hot Shot Challenge: Can you play the rhythms on one note and count out loud at the same time?

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Play each exercise using a dynamic suggested by your teacher.

18

unit 4 special meter changes and conducting

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Conducting Patterns

Play the famous melodies below . Try to identify the title and composer of each . Then practice following the conductor by:

1 . Playing only the down beat notes while watching the conductor .

2 . Playing all the notes, making sure to look up at the conductor at each change of tempo .

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1 . Circle the downbeats

2 . Play the downbeat notes only .

3 . Play the entire exercise .

4 . Play the piece and look up at the conductor for a moment every time you play a downbeat .

5 . Take turns with your friends conducting each exercise .

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Title:_______________________________ Composer:______________________________

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