![]() There is an inherent sense of satisfaction and enjoyment in playing all the way through a piece. Additionally, we often lose sight of the fact that many students sign up for band to play tunes. They need to determine the style of the piece and what the basic pulse or tempo is. Each musician must figure out whether he or she has the melody or the accompaniment and how loud to play for balance. Without spoken instructions they have to aurally agree as an ensemble how to perform a piece. With sight reading, the students have to process, evaluate, and adjust their performance in real time. Sight reading gives students a greater sense of ensemble awareness, and it fosters accountability since it requires students to demonstrate their skills in the context of a performance. There are many reasons why this has occurred. Secondly, our performance quality has improved, providing a much deeper musical experience for the audience. First, the amount of preparation time for our formal concert literature has been reduced. Over the course of my 26 years of teaching music in Texas, I have found that focusing time on sight reading each week has really paid off. This is why I advocate for having an organized and methodical plan to give students sight reading opportunities throughout the year. Sight reading is a wonderful assessment of musical literacy, but it can take time for students to learn this skill. This article first appeared on Cued In, The J. Practicing Sight Reading Year-Round with Your Band UPDATE: Applications of Research in Music Education.Professional Development via Music Educators Journal.NAfME Teaching with Primary Sources Curriculum Units for the 2014 Music Standards.Diversity, Equity, Inclusion, and Access in Music Education Resources.Virtual Learning Resources for Music Educators.NAfME Academy®: Professional Development Webinars.NAfME Online Professional Learning Community Webinars.
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