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A class method for teaching B flat clarinet to meet individual differences among studentsWebb, Lamont Kay, 1925- January 1952 (has links)
No description available.
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A group method approach in teaching the harpCarpenter, Peggy Jean, 1928- January 1953 (has links)
No description available.
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A beginning B flat clarinet method based on the melodic approachBenton, Thomas, 1924- January 1952 (has links)
No description available.
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A critical survey of the opinions of select groups as to music education content and procedure in grades 1-7 inclusiveNovick, Herman, 1906- January 1937 (has links)
No description available.
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Orchestral readinessDe Naro, Irene Meurer, 1897- January 1941 (has links)
No description available.
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Democracy through music educationJohnson, Mildred Lillian, 1906- January 1944 (has links)
No description available.
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The creative approach to teaching pianoNoll, Cecile Schramel, 1919- January 1945 (has links)
No description available.
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Suggested procedures for instruction in instrumental music in the public schools of Arizona based upon a critical evaluation of present practicesGlasgow, James Bruce, 1919- January 1947 (has links)
No description available.
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An evaluation of the Arizona state course of study for music in elementary schools in terms of teacher stated problemsPorter, Harold Brook, 1924- January 1949 (has links)
No description available.
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Educational reform and the process of change in Canadian university music education programsLorenzino, Lisa M. January 1999 (has links)
This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.
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