Examining the process of introducing the fixed-do system

Abstract

The purpose of this case study was to explore how music education majors who already know how to use the Moveable-Do system reacted to the mechanics and the practicality of the Fixed-Do system. Participants included ten music education majors who took two to four semesters of aural skills classes and learned the Moveable-Do system at Rocky Mountain University. I asked participants to attend six workshop sessions on "How to Use Fixed-Do" and asked them to write journals each session. Through this workshop, the participants not only learned the values of the Fixed-Do system, but also re-thought the importance of the Moveable-Do system as well. By learning both systems, they learned the different values of each system, and they learned how important solfége is.