Abstract:Performing without choral scores often holds greater appeal to audiences, as it allows choristers more freedom of expression. However, memorization in a choral context has rarely been directly examined.This descriptive study investigated the strategies employed by fifteen music college students with choral backgrounds as they learned and memorized three unaccompanied simple songs from musical notation following short-term practice. The students recalled each of the three melodies after three one-minute practice sessions. Eye-tracking data collection was used to examine participants’ visual gaze behaviors during memorization. Following the memorization task, students rated statements about their sight-singing strategies.The analysis of behavioral data relied on Mishra’s (2005) theoretical model for memorization. Performance accuracy served as a reference point for comparing the two subgroups. High-accuracy performers exhibited a faster pace of repetition, revisited each phrase more frequently, and relied on content-addressable memory. This approach resulted in more precise memorization compared to low-accuracy performers, who encountered difficulties in retention.Both subgroups utilized the Holistic and Segmented approaches more frequently than the Additive and Serial approaches. High-accuracy performers tended to prioritize the Holistic approach, while low-accuracy performers employed both approaches in roughly equal proportions, with a slight preference for the Segmented approach.In summary, the combination of the Holistic memorization approach with content-addressable learning appears effective, particularly for technically simple melodies written in a conventional music style and memorized during short-term practice. The implications for choral educators regarding melodic memorization are discussed, highlighting the potential benefits of these strategies in choral practice.