Music Curriculum Guides PDF Download
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Author: Harold Walton Arberg
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 68
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Book Description
Author: Harold Walton Arberg
Publisher:
ISBN:
Category : School music
Languages : en
Pages : 68
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1058
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Book Description
Author: Catherine Schmidt-Jones
Publisher:
ISBN: 9781680921540
Category : Music
Languages : en
Pages : 278
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Book Description
The main purpose of the book is to explore basic music theory so thoroughly that the interested student will then be able to easily pick up whatever further theory is wanted. Music history and the physics of sound are included to the extent that they shed light on music theory. The main premise of this course is that a better understanding of where the basics come from will lead to better and faster comprehension of more complex ideas.It also helps to remember, however, that music theory is a bit like grammar. Catherine Schmidt-Hones is a music teacher from Champaign, Illinois and she has been a pioneer in open education since 2004. She is currently a doctoral candidate at the University of Illinois in the Open Online Education program with a focus in Curriculum and Instruction.
Author:
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 68
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Book Description
Author: United States. Bureau of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 548
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Book Description
Author: Timothy S. Brophy
Publisher: Oxford University Press
ISBN: 0190248114
Category : Music
Languages : en
Pages : 929
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Book Description
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
