ary Karpinski's Manual for Ear Training and Sight Singing, with its accompanying. Anthology for Sight Singing (with Richard Kram), Instructor's Dictation Manual. Anthology Sightsinging Gary Karpinski [Book] PDF? Read. Online. Anthology For Sight Singing - Valorebooks, Manual For Ear Training And Sight Singing. Download as PDF, TXT or read online from Scribd. Flag for Music For Sight bestthing.info . ary Karpinski's Manual for Ear Training and Sight Singing, with its .
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Gary S. Karpinski, Instructor's Dictation Manual to Accompany the. Manual for Ear Training and Sight Singing, , Norton, ,. , , file to Accompany the Manual for Ear Training and Sight Singing pdf file. bestthing.info: Manual for Ear Training and Sight Singing (Second Edition) ( ) by Gary S. Karpinski and a great selection of similar New, Used . Gary S. Karpinski (Ph.D., City University of New York) is professor of music and coordinator of Music Theory at the University of Massachusetts, Amherst. Author.
Banks of Newfoundland 1 Captain Conrad Charles G. Anderson Dutchman s Song Guysboro Song Indian Song 2 In the Month of October Jolly Fisherman Liverpool Girls Loakie s Boat Loss of the Philosophy Louisiana Lowlands Lumbering Boy Meagher s Children Peter Rambelay Mantle So Green Homeward Bound Rambling Rover Ye Gentlemen of England Battle of Alma Courtship of Willie Riley Mary Nail Me One Man Three Men Went A-Hunting The Gallant Huntsmen The Banks of Newfoundland 2 Barrack Street Brigantine Sinorca George Jones Cumberland s Crew The Ghostly Sailors Irish Labourer Joe Livermore Maggie Mac Twas in the Town of Parrsboro Unicorn Young Charlotte 17 Canadian Folk Music Caroline and her Young Sailor Bold Chanty Song if you remove the repeat signs, use in Ties and the Dotted Beat Western Ocean Doran s Ass It Is of a Rich Lady Syncopation Lion s Den A Sailor Courted Bay of Biscay Oh The Seizure of the E.
Horton Annie Captain Wedderburn s Courtship Young Indian Lass Captain Glen Flying Cloud Tim Finnigan s Wake Tom O Neil The Flemmings of Torbay The last element especially may require that students sing ledger lines more frequently than in other sight-singing texts, but the authors rightly defend such reading as a valuable skill.
Further, wherever possible, they have used the most authentic sources available, including Urtext editions and editions over- For instructors wishing to supplement student performances with recordings that place melodic excerpts in context, this scrupulous attention to detail is most welcome.
The accompanying softwareInstructors CD-ROM: An Anthology Search Disctreats the Anthology as a database that allows instructors to search for excerpts with particular parameters, including mode, scale-degrees used in the excerpts, and particular harmonies, such as applied dominants.
Karpinskis and Krams aim with the Search Disc is to render the Anthology flexible enough to accommodate different approaches to sight singing. For the less technologically inclined, the authors include Helpful Lists at the back of the print collection, with these headers: stepwise excerpts, excerpts with a range of a fifth or smaller, two-part excerpts, threepart excerpts, four-part excerpts, excerpts with five or more parts, excerpts from folk sources and from popular and jazz sources.
The hefty collection of dictation examples presented in the Instructors Dictation Manual, most of which appear on the accompanying Student Recordings CD-ROM, is a treasure trove for dictation practice. When using Karpinskis materials prior to their publication, I faced the dilemma of many aural skills teachers: providing students with a sufficient quantity of appropriately graded exercises for dictation practice.
If classrooms lack a computer, Karpinski provides a website from which sound files may be downloaded and burned onto CDs. The Instructors Dictation Manual contains all of the dictation exercises presented in the Manual and the Anthology.
This makes possible a survey of all of the types of dictation exercises Karpinski includes across his two-year curriculum. My own examination of the Dictation Manual and listening to the CD-ROM has led to the following observations: first, author-composed melodies and chord progressions in four parts make up the bulk of the dictation exercises;14 and second, the vast majority are performed on piano.
At a number of levels, the use of author-composed materials makes perfect sense. Karpinski has written melodies and progressions to correlate with his systematic and carefully graduated theoretical schematic. In addition, the composed melodies put forward in sharp relief the harmonic underpinnings of tonal music that Karpinski emphasizes in the Manual as a whole.
Manual for Ear Training and Sight Singing by Gary S. Karpinski (2017, Paperback / Mixed Media)
However, given Karpinskis and Krams commitment to having students engage real music as stated in their preface to the Anthology , I believe the method as a whole would benefit from the authors applying this emphasis to dictation materials much earlier, and more consistently within the method as a whole. Compensation comes in later chapters when students are asked to transcribe elements of real-music excerpts, but such a focus is lacking in the earlier chapters.
Furthermore, and in keeping with the emphasis on real music, students would profit from more melodic excerpts that include text in English or a foreign language a few are included , and melodies performed on instruments other than the piano.
After an introductory chapter engaging students with recordings of real music, it is not until Chapter 44 that dictation examples involving real music become a regular feature. Exceptions include: Chapter 15, which asks that students listen to literature excerpts to determine tempi; Chapter 21, an introduction to transcription with melodies performed on oboe, violin, piano, organ, voice, harpsichord, cello, and trumpet; Chapter 28, with excerpts from J.
Bach and F. Couperin; and Chapter 34, with numerous symphonic and piano excerpts that introduce students to harmonic listeningthat is, harmonic rhythm and cadences. Another matter concerns the prevalence of harmonic dictation exercises written in keyboard style and, again, performed on piano.
Keyboard-style voicing, while easier for the nonpianist to perform under the pressures of a classroom setting, artificially isolates the bass line.
Notably, when Karpinski includes excerpts from Bach chorales, they appear in a true, four-voice registral arrangement. Performance of the chorales on piano, however, misses a significant opportunity to expose students to the sound of SATB singing or, possibly, to a family of brass, string, or woodwind instruments ; perhaps most significantly, it also misses an opportunity to emphasize the contrapuntal individuality of the voicesa task for which the piano is not as well suited.
The materials reviewed here, the product of Karpinkis own systematic work in the area of aural skills acquisition extending over several decades, and the practical fruits of his desire to bridge the gap between music cognition research and aural skills instruction,15 constitute an achievement in the field of aural skills pedagogy that is both profound and practical.
Moving beyond a collection of items for mere testing, Karpinski has indeed articulated in the course of his Manual an approach to teaching aural skills that conveys methods by which students through study and practicewill be able to improve their listening, reading, and performing skills xiv.
Additionally, Karpinski and Kram have compiled a meticulously annotated Anthology rich in its collection of real music excerpts. Manual, the Instructors Dictation Manual, and the Anthology with great success prior to their publication, and I am delighted that they are now available for widespread pedagogical application. I have no doubt that many teachers of aural skills will share this positive assessment.
Journal of Music Theory Pedagogy 14 : Cummings, Craig and William Palto. Karpinski, Gary S. New York: Oxford University Press, Manual for Ear Training and Sight Singing.
New York: W. Norton, Instructors Dictation Manual. While he does not intend the Manual to be a stand-alone music theory text, the elegant theoretical explanations that begin each chapter distinguish it markedly from a publication such as Robert Ottmans and Nancy Rogerss Music for Sight Singing, which contains minimal theoretical discussion. In his chapters on diatonic harmony, for instance, he is especially thorough in his introduction of triads on different scale degrees, with an entire chapter given to each Chapters 25, 30, and Karpinskis treatment of applied chords is just as systematic, with individual chapters devoted to chords applied to the dominant, the subdominant, the supertonic, the submediant, and the mediant Chapters Other elements of chromatic harmony presented include the Neapolitan and augmented-sixth chords, and chords of mixture Chapter Topics in modulation comprise closely related modulation from the major and minor modes, distant modulations achieved by common tone or enharmonically reinterpreted common chords, and successive modulations Chapters Karpinski also devotes one chapter to common non-diatonic pitch collections, including whole tone, octatonic, and quartal.
The concluding chapter on form assumes students familiarity with binary, rounded binary, ternary, compound ternary, rondo, sonata allegro, and Robert Ottman and Nancy Rogers, Music for Sight Singing, 7th edn. Karpinskis focus here is on having students develop metric and thematic grids as visual maps of larger tonal structures.
Chapters devoted to rhythm proceed in the systematic manner observed for topics in harmony, with such subjects as simple meters Chapters 1, 3, 5, 7 , ties and the dotted beat Chapter 12 , compound meters Chapter 16 , triplets and duplets Chapter 20 , quadruple division of the beat in simple meters Chapter 22 , sextuple division of the beat in compound meters Chapter 28 , syncopation Chapter 31 , advanced triplets Chapter 51 , hemiola Chapter 65 , advanced metric concepts and rhythms Chapter 75 , and hypermeter Chapter Advanced rhythmic concepts include smaller divisions of the beat, especially thirty-second notes, and irregular divisions such as quintuplets and septuplets.
The topic of hypermeter, with its emphasis on thinking and listening at a level larger than the individual measure, provides a practical segue to the final chapter on form. Students have had some earlier preparation for this larger-scale schematic listening in Chapter Introduction to Harmonic Listening: Harmonic Rhythm and Cadences. Especially distinctive in the beginning of Karpinskis Manual is his introduction of protonotation, which he launches and develops in three stages: rhythm, pitch, and rhythm and pitch combined.
In this chapter, Karpinski uses simple duple and triple meters, exemplified respectively by the familiar tunes Cummings and Palto note Karpinskis original contribution to aural skills pedagogy through his explanation and championing of prenotational skills, which he terms protonotation review of Aural Skills Acquisition, Twinkle, Twinkle and Pop Goes the Weasel.
In Chapter 2, he establishes protonotation principles for pitch, beginning with horizontal lines at graduated levels to represent the melodic contour of Frre Jacques 7.
Student Recordings: for Manual for Ear Training and Sight Singing
Then, using the same tune, Karpinski translates the contour dashes into both scale-degree and solmization notations. It is not clear to me how Karpinski makes the transition between the pitch patterns of his Exercise 2 just described , and the sequential that constitutes his Exercise 3;5 both are reproduced here as Figure 1. It is in the latter exercise that Karpinski first combines the rhythmic lines of Chapter 1 with the pitch designations of Chapter 2.
Conspicuously absent in Exercise 3, however, is any visual representation of melodic contour. This absence of contour is surprising in at least two respects: first, Karpinski does not explain its disappearance; second, his earlier publication, Aural Skills Acquisition, draws attention to the fact that contour recognition is a significant intermediate step between tonic inference and scale-degree identification for musical listeners.
Norton, ], Karpinski p. Reprinted by permission of the publisher. One further point concerning the protonotation requires attention. Karpinskis Chapter 3 contributes an additional element to the pitch notation: directional arrows to indicate skips up or down.
While helpful to the conceptual processing of the student, to my mind these arrows do not compensate for the more general disappearance of contour in the notation. Other matters of concern in the Manual as a whole include components that might very well be considered central to an aural skills curriculum, but for which Karpinski provides an introduction with little or no follow-through.
First is the place of keyboard applications. For example, in Chapter 36 of the Manual, titled Bass Lines, he instructs students to practice singing bass lines of multiple-part musical excerpts and provides a number of excerpts for bassline dictation.
In the corresponding section of the Anthology, however, Karpinski and Kram provide five exercises in which students are instructed to sing the bass voice while playing the upper three voices on the piano.
Surprisingly, this type of exercise does not appear again. In another setting, when students are asked to arpeggiate chord progressions by singing solmization syllables, the Manual also instructs students to play these at the keyboard but provides no models. The first instance of this appears in Chapter 44, p.
In fact, I believe it would be appropriate for Karpinski to prepare an entire volume devoted precisely to this topic. Another element that receives only cursory attention is dictation for more than one part.
Karpinski devotes one chapter to two-part dictation Chapter 35 and does not revisit the topic in significant depth again. His next chapter, on bass-line dictation, sets the Manual on a pronounced harmonic path from which it will not depart.While helpful to the conceptual processing of the student, to my mind these arrows do not compensate for the more general disappearance of contour in the notation.
Loss of the Philosophy It is not clear to me how Karpinski makes the transition between the pitch patterns of his Exercise 2 just described , and the sequential that constitutes his Exercise 3;5 both are reproduced here as Figure 1. For the less technologically inclined, the authors include Helpful Lists at the back of the print collection, with these headers: stepwise excerpts, excerpts with a range of a fifth or smaller, two-part excerpts, threepart excerpts, four-part excerpts, excerpts with five or more parts, excerpts from folk sources and from popular and jazz sources.
Instructor's dictation manual to accompany the Manual for ear training and sight singing
Rogers, Nancy. Karpinski, Gary S. Karpinski does indicate in the Manual that some instructors may require that students notate both the soprano and bass. Karpinskis and Krams aim with the Search Disc is to render the Anthology flexible enough to accommodate different approaches to sight singing.