Right now (and for the foreseeable future), the site does require an internet connection, and it is not a stand-alone program.  If I have the resources in the future, I would consider the idea of a stand-alone program, but for now, I am the whole operation with plenty to do!   Thanks for the feedback!

 

Kevin

Hi James,

 

I started working on this idea about 10 months ago.  I, like most in our area, have a projector system in my classroom, which had replaced by old overhead sight-reading materials.  Like most, it was frustrating to use a doc-cam because of the limited font size, system changes and page turns.  So I set about creating a tool that would deliver the sight-reading materials over the projector to the class in a much more usable way.  I've always liked teaching from a single source (on a projected screen) because we can better control what kids and looking at...  (unlike handing them paper and expecting them to know how to find their part, scan and decode.)  Eventually, yes, you have to transition students to paper (before any evaluations or such.)  But I've already found that the transition is easy for them, and the pitch and rhythmic concepts transfer.

 

I can't really say the one way to use the site, as I've tried to make it open to an educator.  The way I have used it with my recent new school is to read in three passes with the students.  First "read" with all solfege syllables, second with tonic triad, last without any syllables.  The rate at which my students picked up reading was faster than I ever experienced before...  It also helps that there is an easy way to click your way through to exercises without the classroom management issue of turning your back and giving "down-time" to write or edit your traditional white-board delivery.  With an account, I can then place exercises I use in class in my "community page" for my students who may want outside practice.

 

To kind of answer your first question, I haven't really thought about making the connection, but I have had a few fun debates with my peers on the whole la-minor thing.  I guess my educational prejudices lean me handily toward Kodaly.  My hope is that the site can succeed to a point to begin to bring more consensus on (my opinion) the best pedagogy for sight-singing, and to have a resource that everyone can build upon and support educators in their move to or continued use of solfege.

 

Thanks for writing back!

-Kevin

Yes, it does require an internet connection, and yes, the 'reader' page is the way to view the exercises.

 

The music "frame" has a scroll bar at the bottom if you want to preview the exercise with your students before clicking the "start exercise" button to perform it.  

 

I've had the "left" position of the current beat brought up with the first group of music teachers I presented this to...  That decision to move it so far left is based on my experience as a pianist and accompanist, where honestly, looking back is bad (at least until your done!)  I wanted to force forward scanning, even though students would be missing the error detection loop of scanning backwards in the event of a mistake.  I put strong emphasis on read-ahead purposely, and I want to encourage students not to stop when they do make mistakes.  If it is a sticking point, I may move it further to the right in the viewer.  It may also help to increase the 'zoom'-level of your browser to best fit the music pane to the screen (I do!)  Use Ctrl-'+' and Ctrl-"-" in firefox, chrome, etc. to adjust the size to suit your needs.

 

Thanks,  Kevin

Thanks, Roger, for the positive feedback.  I imagine it was you that was on there a few minutes ago (slow night!), as I was just installing the option of Do-minor from the development branch to the live site.  

 

The size is what is it at this point.  With my projector at school, I sometimes use the zoom level of the browser to keep it readable on the screen for such a large space, and if I feel the exercise warrants, I use the scroll-bar at the bottom of the "music container" to look through the exercise and point out problem spots for students (or let them scan for them.)  

 

I will have to do some research into other rhythm methods to pick the most popular and practical among them (there are plenty out there!).  Our area of the country has pretty much moved to all number-counting systems, and I was going to start with that due to my own familiarity with it.  But I'm open to whatever, besides overkill, that will make this the resource I hope it can be!

 

-Kevin

I tried to create an account, but it told me my username/email already exists (I doubt it since this was my first time). My email is "MusicByLaurie(a)aol.com".  Then when I requested a password reset email, I got this error message: 

 

Hello Jenny,

 

Sounds like your organization might be filtering out the "recaptcha" field.  Make sure the site is being connected through https, and try from a computer that is not being filtered.  I know this is a problem through many school web filtering systems.  

 

Other than that, and without seeing what feedback you are receiving, I would say carefully read the feedback (there is always feedback as to what was missing or not accepted).

 

I did make it a little challenging to reach me on purpose.  I am very limited on time I can spend on supporting the site, being an active teacher and overly involved in many other areas of my professional life!  However, I have been able to interact with users through the facebook page.  Sorry for adding to your frustrations!

 

If you continue to be unsuccessful, contact me again, and if you can, send a screenshot of a failed attempt at registering.  Sometimes I see accounts that people mistakenly have a typo in their email which locks up their preferred username waiting for their emailed confirmation link to be "clicked" (which never arrives.)  I've had a few of those over the past few days.

 

Sincerely,

 

Kevin