Piano Sight Reading: A Progressive Method

SHEET MUSIC REVIEW

Few professional musicians would question the value and usefulness of sight reading, meaning that skill which allows us to play music that we’ve never heard, just from the notation, and without preparation.

As a teacher who allows my students considerable freedom to choose the music they want to learn and bring along to the lesson, I find myself relying on this skill very regularly.

And yet some teachers and students treat the development of sight reading as an afterthought, and a rather dull one at that. Compounding the problem, while sight reading has traditionally been an element of public grade exams, it is decreasingly so.

Trinity College London include sight reading as an optional test in their piano grade exams, but some teachers choose only to introduce it with “serious students” after intermediate level, and on the basis that players will at that point miraculously “get it”.

Perhaps this lack of enthusiasm will change with the launch of Trinity’s excellent new series, Sight Reading: A Progressive Method, a suite of three books offering a clear route for teaching sight reading skills from the get-go.

In common with most sight reading resources the series is linked to the grade exams, but happily it goes far beyond specimen tests and basic exam cramming, and can be used as a powerful resource to actually teach and develop sight reading ability.

As Trinity explain,

“The study of sight reading is valuable because it enables musicians to enjoy music that is new to them, either on their own or in a group. As with any other skill, confidence in sight reading comes with training and regular practice.”

So let’s take a look and see how the series can support teachers and students in those aims…

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A Piece a Week: “Initial Grade”

Sheet Music Review

Regular readers will know that I am quite a fan of Paul Harris’s Piece a Week series from Faber Music, having found that using these books within my own teaching practice has helped many of my students significantly improve in their music literacy and ability to learn independently using notation.

Harris has just added a new book to the series, A Piece A Week: Initial Grade, which merits a separate review to the rest of the series for a variety of reasons which I will come to presently.

My first reaction to hearing about this book was admittedly mixed, on the one hand delighted that this wonderful resource has been extended to accommodate the needs of early elementary players, but the other hand stifling a weary sigh that in a year which has seen exam boards straining to dominate the music education agenda, yet more grade material has appeared for review.

But, extraordinary fellow that he is, Harris has an unnerving and seemingly inexhaustible knack for pleasantly surprising me, indeed, hugely exceeding my expectations.

And I’m happy to report that he’s done it again…

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