Developing pedagogical material for piano sight-reading, for the context of Greek Conservatoire music education

This research explores sight-reading in the context of Greek Conservatoire music education, leading to the creation of the first resources for sight-reading developed in Greece, focusing on the piano. Two books have been created to support teachers and piano beginner learners in Greece in developing sight-reading skills, addressing the absence of sight-reading resources and curriculum. An examination of formal regulation documents of Greek Conservatoires revealed no references to sight-reading except for assessment in the advanced levels, and there is no sight-reading curriculum available for any instrument in this context.
A preliminary survey, informed by sight-reading literature, explored the perceptions of instrumental teachers from one specific Greek Conservatoire. Building on findings from previous personal research with pianists, this provided insights towards practices for further instruments; the need for resources and curricula was also highlighted. A comparative analysis of sight-reading within the piano syllabi of international examination boards revealed parameters of a structured sight-reading curriculum. The principles and pedagogical underpinnings of my material were also informed by a review of piano sight-reading publications and by interviews with authors of sight-reading resources, who reflected on their creative experiences. Two sight-reading books for piano beginners were created and appraised by piano teachers in Greece and beyond, through an evaluative survey.
The different steps of the research contributed to creating a systematic framework and curriculum for developing sight-reading skills, from the beginner levels upwards. The pedagogical considerations of the devised resources, and the inclusion of cultural elements and music by under-represented composers, extend the discussion concerning equality, diversity, and inclusion, to sight-reading. The material addresses the pertinent need for resources and curriculum, initiating change in sight-reading pedagogy in Greece, with implications for the development of further material for the piano and other instruments, as well as for the Greek context and the wider domain.