Teachers might ask students to hum the tuning pitch, chant rhythms and scat articulations, or sing melodies from the repertoire to better understand musical inflection and nuance. In addition, singing can develop skills in music reading and audiation. If students sing out loud before playing a line of music, they are able to prehear the pitches rather than simply pressing the correct keys and accepting what comes out of the instrument. Many musicians have found solfege to be a valuable aid for developing a sense of relative pitch. The author uses movable-"do" solfege rather than scale degree numbers because students can become confused when teachers also use numbers for counting rhythms and describing fingerings. This article presents sequence of instruction which acknowledges the essential premises of Gordon's Music Learning Theory, while also considering practical matters such as the culture of band and orchestra instruction. (Contains 2 tables.)