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The 'Sound at Sight Singing Book 1' by Trinity College London is designed to develop sight-reading skills for singers from Initial to Grade 2. It provides exercises and pieces that progressively introduce new musical concepts while avoiding the pressure of examination testing until students are prepared. The book emphasizes practical application and encourages singers to focus on music notation and sound without the distraction of lyrics.
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TRINITY
COLLEGE LONDON
__—_—
Sound at Sight
Singing
book 1
Initial-Grade 2
Published by
Trinity College London
‘ww [Link]
Registered in England
Company no. 02683033
Charity no. 1014792
Copyright © 2002 Trinity Colege London
Ninth impression, October 2015
Unauthorised photocopying Is ilegal
No part of this publication may be copied or reproduced in any
{orm or by any means without the prior permission ofthe publisher.
Printed in England by Halstan, Amersham, Bucks.
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Sound at Sight
Singing or playing music that has not been seen before is 8 necessary part of any musician
‘anew piece should be an enjoyable and stimulating process.
and the exploration of
Reading music requires two main things:first, the ability to understand music notation on the page; second, the ability
‘to convert what is seen into sound and perform the piece. This involves imagining the sound of the music before
playing itThis in turn implies familiarity with intervals, rhythmic patterns, textures and dynamics. The material in this
series will help singers do this confidently.
Plenty of pieces are given throughout, but ths is far more than just a book of specimen tests. Evercises introduce new
skills before they are incorporated in short pieces of music. Guidance is given on the new skills as they are introduced.
Al this contributes to making this a thoroughly practical course in developing sight reading skils, whether itis used for
‘examination preparation or to increase confidence in the context of choral work or singing as a soloist.
‘Trinity’ sight reading requirements are stepped progressively between Initial and Grade 8, with manageable increases
in difficulty between each grade. Some tips on examination preparation are given at the back of the book. In all cases,
however, references to examination tests are avoided until after the relevant material has been practised. This is
deliberate: many pupils find the prospect of being tested on sight reading skills to be quite inhibiting at [Link] aim is
to perform new pieces—the fact that they may be examination tests as wells far less important,
‘Most vocal music has words. The exercises and pieces in this book do not. Although this may seem artifical, this helps
you concentrate on the notes. Sing on {o] or [i] and use alight consonant on repeated notes and the first note of slurred
‘groups. Either [I] or [d] will work well, Singers can also use sol-fa names or any other vowel sounds, with or without
‘consonants, if they prefer.
‘Acknowledgements
Thanks are due to the many composers who have contributed to the series: ames Burden, Humphrey Clucas, Colin
Cowles, David Dawson, Sébastien Dédis,Peter Fribbins, David Gaukroger, Robin Hagues, Amy Harts, Peter Lawson,
Jonathan Paxman, Danielle Perrett and Michael Zev Gordon,
‘Thanks are also due to Luise Horrocks, Geraint John, Harold Jones, Joanna Leslie, Anne Smillie and Eric Tebbett for their
technical advice.
Special notice
Because most of the pieces in this book are accompanied, both singer and pianist will need copies of the music. Itis not
necessary to get two copies of the book, however. You may make one photocopy of the accompanist’s pages as
‘necessary, where this symbol occurs in this book:
Each page will need to be reduced to 91% of the size here to fit on an Ad photocopy.
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¢ Step and repeat
Starting from the tonic (doh), move by steps or repeat the same note. Count one-beat or two-beat notes carefully.
_mf (mezzo forte) means moderately loud.
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e Step and repeat : accompaniments
You may need to start with higher keys for small children (try D or Eb instead of C).
‘Start by playing the key chord and key note, and choose a comfortable pace for each exercise. Sing the melodies
with your pupil without accompaniment first.
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‘The next exercise explores fa above and ti below.
Feel how the semitones ‘pull’ down or up (marked with arrows in this example).
Here are some melodies using these notes.
11
12
feel the downward pull
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Here are two harmonisations of the exercise. Note how the effect is different when the harmony moves more slowly
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e A different layout
The next pieces are written differently from before. The line you sing is the top one, and the accompaniment is
written belove First listen to the key chord and key note, then count two bars’ est while your accompanist pays the
introduction while following the accompanist’ part. What is the rhythm? You will then need to look quickly back to
your own line, but try to keep an eye on what is going on below as you sing.
‘These exercises should be sung at a comfortable pace (Moderato). Make sure that you pick up the pace from the
introduction.
Moderato
14 Moderato
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1212
Moderato
[ Sound at Sight Singing Book 1
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Moderato
Moderato
Moderato
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¢ Around the triad
Sing each piece alone and with the accompaniment at 2 convenient speed,
21
Moderato
of
22
‘Moderato
of
23
‘Moderato
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« Filling the gaps
The next exercises combine
triad.
24
moving around the triad with moving by step. Try to be aware of the notes ofthe
Moderato,
of
Moderato
i,
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e Some more notes
‘Some higher notes are introduced now.
27
‘Moderato
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Moderato
Moderato
Moderato
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‘Moderato
Moderato
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Moderato
Moderato
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‘Moderato
41
‘Moderato
> Melodies 27~41 are of the standard used by Trinity for Initial grade examinations.
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e Small leaps
You have already been reading and singing leaps involving notes of the triad. Now get used to small leaps
‘outside the triad: line to @ line or space to a space. In this exercise, listen carefully to the second bar: this is a
minor
42
Moderato
Fourths are leaps froma line toa space or a space toa line. In this exercise note the leap to the dominant.
43
Moderato
ie
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{i the following melodies, the accompaniment will not be with
see and do not rely on what you hear! Does the accom}
higher or lower?
you all the time, so make sure that you sing what you
paniment finish on the note you have to sing,or is your note
44
Pee nna ee
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e Anew time signature
Count four crotchet beats in a bar in the following exercises in 3. Remember to hold the semibreve for its full value.
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e Anew key
G majors introduced here.
49
Moderato
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Moderato
{[ Sound at Sight Singing Book 1
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=> Melodies 44-59 are of the standard used by Trinity for Grade 1 examinations.
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e Anew time signature and dotted notes
You need to be able to count three beats in the bar now. A dot after a note adds half the value of the note:for
‘example, two-beat note with a dot after it becomes a three-beat note, Notice the dotted minims: make sure that
you give these notes their full value. As you sing these exercises, you may find the first beat of the bar benefits
from some gentle accentuation.
——— =
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e Anew key signature
You will now need to be able to sing in A minor. The scale starts on /a and the first three notes (t,d) make a
minor third. The last note of the scale is se not soh and is written as Gt, with the # sign.
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Moderato ao.
Alegre means ‘ule fas so donot sing too slowly Pickup the pace thatthe accompanist ets inthe
introduction. You should also get used to setting the pace yourself, by tapping the pul i
before starting, yo y tapping the pulse for your accompanist
63
Moderato
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64
Moderato
Ties
You have already seen phrasing slurs, which are equivalent to short sentences. A tie looks quite similar but links
‘two identical notes. You do not replay the note but hold it on for the extra value of the second note.
Ties may link two notes of different values. Always make sure that you give these notes their full value.
2S
Allegretto
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Pieces area litte longer now and so may take up more than one line (system). Make sure that you can find your line
‘quickly it may help to put your finger on the start of the line to begin with, so that you do not get lost. Its very
important to read ahead so that there is no hesitation at the end of the first system as you find your place.
66
‘Moderato
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68
Moderato
dy) fe
69
Moderato
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70 ——
71
‘Moderato
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72
‘Moderato
p leggiero
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Quite fast
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76
Moderato
———_ OS
— —
SSP Motes 0-76 ae ofthe standard used by Trinity for Grade 2 examinations.
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