Sight Singing and Ear Training III Syllabus for 2026-2027
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Course

MUSI-2116-001 Sight Singing and Ear Training III

Prerequisites

Corequisite: MUSI 2311

Course Description

Singing more difficult tonal music in various clefs, aural study including dictation of more complex rhythm, melody, chromatic harmony, and extended tertian structures.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

Hours

(1 sem hr 1 lec 2 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Texts and Resources

Horvit, Michael, Timothy Koozin, and Robert Nelson. Music for Ear Training: Digital Resources.

Rogers, Nancy, and Robert W. Ottman. Music for Sight-Singing.

Additional Resource

The Dictation Resource — Open Educational Resource (OER) materials will be provided or linked within the course as needed.

Open Music Theory Textbook (used at WTAMU)

Fundamentals of Aural Skills Textbook

ToneSavvy Practice Exercises for both courses

McGraw Hill Connect Platform

Students are responsible for having access to all required course materials and assigned online resources throughout the semester.

Supplies

Students should bring the following materials to each class meeting:

• Required sight-singing text and assigned course materials

• Staff paper/manuscript paper

• Pencils and eraser

• Notebook or organized method for keeping class notes and practice materials

• Metronome — a standalone metronome or metronome app is acceptable

• Access to a computer or other appropriate device for assigned online practice and course resources

• Headphones or earbuds for individual listening and ear-training practice outside of class

Students are expected to come to class prepared with the materials necessary to participate fully in sight-singing, dictation, rhythmic reading, keyboard activities, and other assigned musicianship exercises.

*** When phones or other electronic devices are used during class for a metronome or other course-related activity, they should be used for that purpose only. ***

Student Performance

Sight Singing and Ear Training III is designed to continue the development of aural, reading, and musicianship skills at the sophomore level. Students will build upon skills established in previous semesters while developing greater fluency, independence, accuracy, and confidence in hearing, reading, singing, writing, and performing music.

Aural skills are learned skills. They develop through consistent practice, repetition, careful listening, and the ability to recognize and correct mistakes. Students are not expected to perform every exercise perfectly on the first attempt; they are expected to become increasingly capable of identifying what they hear, recognizing where an error occurred, making an adjustment, and trying again.

Throughout the semester, students will develop and demonstrate proficiency in the following areas:

• Sight Singing: Accurately sight sing melodies of approximately 6–12 measures using an appropriate system of solmization or scale-degree identification. Exercises will incorporate increasingly complex melodic, rhythmic, tonal, and chromatic materials appropriate to the sophomore level.

• Melodic Dictation: Accurately hear, identify, and notate melodic passages, including increasingly complex rhythmic and pitch relationships.

• Rhythmic Dictation and Reading: Accurately identify, notate, and perform rhythmic patterns in a variety of meters, including increasingly complex divisions and subdivisions of the beat.

• Harmonic Dictation: Hear, identify, and notate harmonic progressions, including four-part textures and harmonic materials appropriate to the student's concurrent theory studies.

• Aural Identification: Recognize and identify intervals, scales, chords, harmonic functions, rhythmic patterns, and other musical elements by ear.

• Keyboard Application: Read and perform appropriate musical examples at the piano as assigned, reinforcing the connection among notation, sound, harmony, and physical performance.

• Musical Independence: Develop effective strategies for approaching unfamiliar musical material, identifying errors, solving musical problems, and practicing aural skills independently.

Students will also use assigned technology, recordings, online resources, and practice materials to reinforce skills outside of class.

Because aural skills are cumulative, students are expected to practice consistently throughout the semester. Progress in this course is achieved through regular engagement with the material rather than through preparation immediately before an examination.

The goal of this course is not simply to pass a sight-singing or dictation exam. The goal is to become a more independent musician who can see what you hear, hear what you see, and understand the relationship between the two.

Students Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Sight Singing and Ear Training is an active, participatory course. Students should expect to sing, listen, write, clap/count rhythms, work at the keyboard, respond to questions, and participate individually and with classmates during each class meeting.

Preparation and Participation

Students are expected to arrive on time with required materials and be prepared to participate fully. Because aural skills develop through consistent practice, students should work with assigned materials regularly between class meetings rather than relying on preparation immediately before an exam.

Active participation is an essential part of this course. Students may be asked to sing individually or in groups, perform rhythmic exercises, complete dictation activities, work at the keyboard, answer questions, or demonstrate musical concepts during class.

Mistakes and the Learning Process

Aural skills are learned skills, and mistakes are an expected part of developing them. No student will perform every sight-singing exercise perfectly, hear every dictation correctly on the first attempt, or immediately recognize every musical element we study.

The important skill is learning to recognize when something is incorrect, determine what happened, make an adjustment, and try again.

Students are expected to approach mistakes, both their own and those of their classmates, with patience, professionalism, and respect. Our classroom should be a place where students are comfortable attempting difficult musical tasks without fear of embarrassment or ridicule.

Respect and Professionalism

Students should demonstrate respect for the instructor and for one another. When another student is singing, performing, answering a question, or working through a musical problem, classmates should listen attentively and allow that student the opportunity to learn.

Constructive collaboration is encouraged. Students are encouraged to practice together, form study groups, help one another develop strategies for learning, and ask questions when a concept is unclear. Collaboration should support individual learning rather than replace it.

Technology

Phones and other electronic devices may be used when appropriate for course-related purposes such as a metronome, tuner, assigned listening, or other approved learning activities. During class, devices should otherwise remain put away so that students can remain actively engaged with the work taking place in the room.

A Final Expectation

You do not have to be perfect to be successful in this course. You do have to participate.

Come prepared to listen carefully, sing even when you are uncertain, attempt the exercise, ask questions, make corrections, and try again. Consistent effort and a willingness to engage in the learning process are essential to developing confidence and independence as a musician.

Grading Criteria

Student achievement in Sight Singing and Ear Training III will be evaluated through consistent class participation, practice and assignments, quizzes, sight-singing assessments, aural skills assessments, and examinations.

Because aural skills develop over time through consistent practice, the course grade reflects both demonstrated proficiency and continued engagement with the learning process.

Daily Work, Homework, Quizzes & Participation: 25%

This category includes assigned homework, in-class exercises, practice assignments, quizzes, sight-singing activities, dictation exercises, keyboard activities, and active participation in class.

Students are expected to participate fully in daily class activities and complete assigned practice outside of class. Daily work is an important part of the course grade because consistent engagement with aural skills is necessary for meaningful progress.

Students will not be graded on perfection during every classroom exercise. Daily work evaluates preparation, participation, effort, application of previously learned concepts, and progress.

Exam 1: 15%

Exam 2: 15%

Exam 3: 15%

Each exam will assess the aural and reading skills developed during that portion of the semester. Exams will generally include two components:

• Aural Skills/Dictation: 50% of the exam grade

• Sight Singing/Performance: 50% of the exam grade

Exam content may include melodic, rhythmic, and harmonic dictation; aural identification; rhythmic reading; sight singing; keyboard application; and other skills addressed in class.

Specific exam content and expectations will be communicated prior to each assessment.

Final Exam: 30%

The final examination is cumulative and will assess the student's ability to integrate and independently apply the aural and reading skills developed throughout the semester.

The final examination will generally include:

• Aural Skills/Dictation: 50% of the final exam grade

• Sight Singing/Performance: 50% of the final exam grade

The final examination should demonstrate growth in accuracy, fluency, musical independence, and the student's ability to connect what is seen in musical notation with what is heard and performed.

Final Grade Calculation

• Daily Work, Homework, Quizzes & Participation: 25%

• Exam 1: 15%

• Exam 2: 15%

• Exam 3: 15%

• Final Exam: 30%

Grading Scale

A = 90–100%
B = 80–89%
C = 70–79%
D = 60–69%
F = 0–59%

Aural skills are developed through consistent practice, not through cramming immediately before an examination. Students who regularly participate, practice assigned skills, identify areas of difficulty, and seek help when needed will be best positioned for success in this course.

Attendance

Regular attendance is essential for success in Sight Singing and Ear Training III. This is a skills-based course in which much of the learning occurs through guided practice, repetition, listening, singing, dictation, rhythmic work, keyboard activities, and immediate feedback during class.

Aural skills cannot be developed effectively through observation alone, nor can missed class experiences always be recreated independently. For this reason, students are expected to attend every class meeting, arrive on time, and participate fully.

Absences

Students should notify the instructor as soon as possible when an absence is unavoidable. Absences related to illness, emergency, college-sponsored activities, or other circumstances recognized by Amarillo College will be handled appropriately when timely communication and any required documentation are provided.

Students are responsible for all material covered during an absence, regardless of whether the absence is excused. Students should obtain missed notes, assignments, practice materials, and other course information and should seek clarification from the instructor when needed.

An excused absence does not remove the responsibility to learn the skills and material covered during the missed class.

Unexcused Absences

Students are allowed up to three unexcused absences during the semester without an automatic attendance penalty to the final course grade. However, any daily work, quizzes, participation activities, or other graded work missed because of an unexcused absence may not be eligible for make-up credit.

Beginning with the fourth unexcused absence, the student's final course grade will be reduced by one percentage point for each additional unexcused absence.

A pattern of excessive absences may make successful completion of the course difficult regardless of the student's numerical grade, as the skills developed in this course are cumulative.

Tardiness

Students are expected to be in class and ready to begin at the scheduled starting time.

Two instances of significant tardiness may be counted as one unexcused absence. Leaving class early without prior approval may also be treated as tardiness or an absence depending upon the amount of class missed.

Occasional circumstances happen. Repeated tardiness, however, results in missed instruction and disrupts the continuity of a class that depends heavily upon group participation.

Missed Assessments

Students who miss an examination, sight-singing assessment, quiz, or other major graded activity because of an excused absence should communicate with the instructor as soon as possible regarding make-up arrangements.

Make-up assessments for unexcused absences are not guaranteed and will be considered at the instructor's discretion.

Attendance and Participation Are Not the Same Thing

Being physically present in class is not the same as participating. Students are expected to sing, listen, write, perform rhythms, work through exercises, respond when called upon, and engage with the activities taking place in class.

Students will never be penalized simply for attempting an exercise and making a mistake. Participation means being willing to try, listen, make corrections, and try again.

Why Attendance Matters

Sight singing and ear training are cumulative skills. Each class meeting builds upon skills developed in previous meetings, and consistent participation is one of the strongest predictors of success.

Missing one class does not mean a student cannot succeed. Developing a pattern of missing class, arriving late, or avoiding participation will make success increasingly difficult.

If circumstances begin affecting your ability to attend regularly, please communicate with me early. It is much easier for us to identify a path forward while there is still time to address the problem than after several weeks of missed instruction.

Calendar

Additional Information

A Note From Your Instructor

Sight singing and ear training can be challenging, and that is exactly why we practice these skills.

Some musicians seem to develop certain aural skills quickly, while others need more repetition before those same skills become comfortable. You may discover that rhythmic dictation comes naturally to you but melodic dictation does not. You may be a confident singer but struggle to identify harmony by ear. Another student may experience exactly the opposite.

None of those things determines whether you can become a strong musician.

Aural skills are skills, and skills can be developed.

The goal is not simply to pass a sight-singing exam. The goal is to become a musician who can see what you hear, hear what you see, and understand the relationship between the two.

Come to class willing to try. Sing the note even when you are not completely certain it is right. Write down what you think you heard. Make a choice. Listen again. Erase it if you need to. Figure out what happened and try again.

That process is not failure. That process is ear training.

How to Practice for This Course

Aural skills respond much better to frequent, focused practice than to long practice sessions immediately before an exam. Ten or fifteen minutes of intentional ear training on several days throughout the week will generally be more beneficial than attempting to complete an hour or two of practice the night before an assessment.

When practicing, do not simply repeat an exercise until you get the correct answer. Ask yourself why you missed it.

Was the problem pitch, rhythm, tonality, interval recognition, subdivision, harmonic function, or something else? Learning to identify the source of an error is one of the most important steps toward becoming an independent musician.

Use the resources provided in class, Blackboard, your textbooks, assigned technology, the piano, a metronome, and your classmates. Study groups are encouraged when they help each member of the group develop individual skills.

Ask for Help

Please do not wait until you are completely overwhelmed to ask for help.

If you consistently struggle with a particular skill, communicate with me. Sometimes a different explanation, practice strategy, or way of hearing a musical concept can make an enormous difference.

Questions are welcome in this classroom. If you are confused by something, there is a good possibility that someone else is wondering about it too.

Hearing Health and Musician Wellness

Your ears are among your most important tools as a musician. Protecting your hearing is not simply a health consideration. It is part of your professional responsibility as a musician.

Students are encouraged to become familiar with the hearing-health resources developed by the National Association of Schools of Music (NASM) and the Performing Arts Medicine Association (PAMA). These resources provide information regarding hearing conservation, noise-induced hearing loss, healthy listening practices, and strategies for protecting hearing throughout a musician's education and career.

NASM-PAMA Advisories on Hearing Health:
https://nasm.arts-accredit.org/publications/brochures-advisories/nasm-pama-hearing-health/

Additional musician health and wellness resources are available through NASM and may be discussed throughout the semester as appropriate.

Course Communication

Blackboard will be used to provide course announcements, assignments, practice materials, resources, and other information as appropriate. Students are responsible for checking Blackboard regularly.

Questions are always welcome. Course-related questions may be addressed during class or through the communication methods provided by the instructor.

One Final Thought

Musicianship is not about never making a mistake. Strong musicians learn to recognize what they hear, understand what they see, identify when something is not working, and know how to make an adjustment.

My goal is for you to leave this course not only with stronger sight-singing and ear-training skills, but also with greater confidence in your ability to approach unfamiliar music independently.

Listen carefully. Sing confidently. Write something down. Use your eraser. Ask questions. Try again.

That is how we grow as musicians.