Samantha Ragusin

MUSE 258/Voice Techniques

Citation
Sound Connections, Chapter 3
Don Ester 2010

Summary Outline
In music education, tonal and rhythmic syllable systems are the essential link between
sound and symbol. These systems allow young students to form patterns and make links
in their minds, which allows them to store a larger musical vocabulary. There are,
however, many different tonal and rhythm systems that exist today, and it is important to
choose your systems wisely. Clearly, these systems must serve the needs of the
pedagogy used in the classroom. The pedagogy here is described as “sound before
sight.” As outlined in Sound Connections, there are a few criteria that must be met when
choosing tonal and rhythmic systems that follow this pedagogy. Firstly, the syllables
should connect effectively with the aural aspects of music: listeners should be able to
link syllable to patterns before viewing notation. Logically, next, the syllables should link
cleanly to musical symbols. The syllables should thirdly be usable for all ages, from
young beginners to advanced educators.

Discussion
Research has shown that sound before sight is an effective strategy in music learning,
but music educators must also choose wisely a system that eventually will help facilitate
reading skills. While this fact seems easy to accept, the systems that present
themselves are not so easily agreed upon. As Sound Connections addresses,
Moveable-Do LaMinor and Takadimi syllables support the best pre-reading skills in
young singers. While these systems are clearly superior when compared to the others, it
remains true that music educators around the country use all kinds of systems. While
Moveable-Do is largely agreed upon, there still exists a significant debate between Do-
and La-Minor. Even less unanimous are the various rhythmic systems used around the
nation. As a future music educator hoping to teach elementary general music, I will have
the very important job of first introducing young children to hearing, reading, and notating
music. It seems obvious to me that approaching this from the auditory side is effective
and incontestably preferable. Young children have all been exposed to music, likely
singing folk tunes and nursery rhymes or hearing popular songs in TV shows and
movies. Just as we approach reading words from a sound-based curriculum, so should
we in music. With that said, Moveable-Do La-Minor and Takadimi syllable the best
support an effective sound-before-sight pedagogical approach. The reasons why these
are superior – as listed in Sound Connections – are clearly understood.