Music teacher's survival guide: practical techniques & materials for the elementary music classroom
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
West Nyack, N.Y.
Parker Publishing Company
[1994]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xiv, 429 Seiten Illustrationen 27,7 cm |
| ISBN: | 0131213024 9780131213029 |
Internformat
MARC
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| 020 | |a 0131213024 |9 0-13-121302-4 | ||
| 020 | |a 9780131213029 |9 978-0-13-121302-9 | ||
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| 084 | |a LR 56940 |0 (DE-625)109819: |2 rvk | ||
| 100 | 1 | |a Haritun, Rosalie A. |d 1938- |e Verfasser |0 (DE-588)114896715X |4 aut | |
| 245 | 1 | 0 | |a Music teacher's survival guide |b practical techniques & materials for the elementary music classroom |c Rosalie A. Haritun |
| 264 | 1 | |a West Nyack, N.Y. |b Parker Publishing Company |c [1994] | |
| 264 | 4 | |c © 1994 | |
| 300 | |a xiv, 429 Seiten |b Illustrationen |c 27,7 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a School music |x Instruction and study | |
| 856 | 4 | 2 | |m Digitalisierung UB Passau - ADAM Catalogue Enrichment |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030029894&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-030029894 | ||
Datensatz im Suchindex
| _version_ | 1804178041205686272 |
|---|---|
| adam_text | Contents
About This Survival Guide...............................................v
Chapter 1 PREPARATION SKILLS · 1
Selecting a Variety of Suitable Activities..............................2
Definition of Variety and Suitability (2) · Suggestions for Achieving Variety (3)
• Importance of Variety and Suitability (4) · Concluding Challenge (4)
Choosing Appropriate and Appealing Music................................5
Definition of Appropriate (5) · Definition of Appealing (6) · Reasons for
Appropriate/Appealing Music (6) · Guidelines for Selecting Appropriate Music
(7) · Guidelines for Selecting Appealing Music (8) · Concluding Challenge (8)
Identifying Starting Place on Recordings................................9
Problem Finding Place (9) · Suggestions for Finding Right Place (10) ·
Rewards of Finding Right Place (10) · Concluding Challenge (11)
Choosing Appropriate and Appealing Activities...........................11
Criteria for Choosing Activities (11) · Concluding Challenge (14)
Adding a Creative Touch to Activities...................................15
Definition of Adding Creative Touch (15) · Suggestion for Adding Creativity
(15) · Reasons for Creative Touch (16) · Concluding Challenge (16)
Thinking Through Mechanics of Each Activity.............................17
Definition of Thinking Through Mechanics (17) · Guidelines for Mechanics
(17) · Reasons for Thinking Through Mechanics (18) · Concluding
Challenge (19)
Trying Out New Activities...............................................20
Definition of Trying Out (20) · Implementing the Trying Out (20) · Resulting
Realizations and Rewards (21) · Concluding Challenge (21)
Determining Criteria for Responses......................................22
Definition of Criteria (22) · Advantages of Criteria (23) · Operating with
Criteria (23) · Concluding Challenge (25)
Getting Materials Ready for Teaching....................................26
Definition of Getting Ready (26) · Results of Getting Ready (26) * Attitudes
Toward Getting Ready (27) · Suggestions for Getting Ready (27) · Concluding
Challenge (29)
Checking for Correct Tempo in Listening Selections......................30
Definition of Correct Tempo (30) · Identifying Approaches in Checking Tempo
(31) · Suggestions for Deciding Correct Tempo (31) · Reasons for Checking
Correct Tempo (31) · Concluding Challenge (32)
Determining Back-Up Activities..........................................32
Definition of Back-Up Activities (33) · Benefits of Back-Up Activities (33) ·
Guidelines for Back-Up Activities (33) •Concluding Challenge (35)
Chapter 2 PERSONAL BEHAVIORS · 37
Gesturing in a Precise Manner...........................................38
Reasons for Gesturing Precisely (38) · Definition of Precise Gesturing (39)
• Suggestions for Making Gestures Precise (40) · Concluding Challenge (42)
Exercising Mobility in the Classroom......................................43
Definition of Teacher Mobility (43) · Guidelines for Executing Mobility (45)
• Opportunities Presented by Mobility (46) · Concluding Challenge (48)
Mirroring Class’s Movements...............................................49
Definition of Teacher Mirroring (49) · Significance of Mirroring Students (50)
• Problem with Teacher Mirroring (50) · Helpful Hints for Teacher Mirroring
(51) · Concluding Challenge (52)
Maintaining Eye Contact from the Piano....................................52
Definition of Maintaining Eye Contact (53) · Implication for Eye Contact at
Piano (53) · Suggestions for Exercising Eye Contact at Piano (53) · Reasons
for Eye Contact at Piano (54) · Concluding Challenge (56)
Getting Class’s Attention Before Teaching.................................57
Definition of Getting Class’s Attention (57) · Problem in Getting Class’s
Attention (58) · Solution for Getting Class’s Attention (58) · Significance of
Getting Class’s Attention (59) · Concluding Challenge (59)
Using Only Gestures and Expressions.......................................60
Problem Affecting Nonverbal Behavior (60) · Definition of Nonverbal Behavior
(61) · Reasons for Cultivating Nonverbal Behavior (63) · Suggestions for
Developing Nonverbal Behavior (64) · Concluding Challenge (65)
Attending to Personal Appearance..........................................66
Definition of Personal Appearance (66) · Reasons for Neglecting Personal
Appearance (67) · Suggestions for Improving Personal Appearance (67)
• Importance of Personal Appearance (69) · Concluding Challenge (69)
Avoiding the “Dead Spots” in Teaching.....................................70
Reasons for Dead Spots (70) · Situations Conducive to Dead Spots (70) ·
Tactics for Avoiding Dead Spots (71) · Incentives for Avoiding Dead Spots (72)
• Concluding Challenge (73)
Using the Teacher Voice...................................................73
Definition of Teacher Voice vs. Social Voice (73) · Characteristics of Teacher
Voice (74) · Suggestions for Developing Teacher Voice (75) · Reasons for Using
Teacher Voice (76) · Concluding Challenge (77)
Exhibiting Poise and Composure............................................77
Definition of Poised Behavior (77) · Definition of Composed Behavior (79) ·
Suggestions for Poise and Composure (80) · Importance of Poise and
Composure (80) · Concluding Challenge (81)
Displaying a Sense of Humor...............................................81
Definition of a Sense of Humor (81) · Ways of Expressing Humor (82) ·
Precautions in Expressing Humor (82) · Reasons for Exercising Sense of
Humor (84) · Concluding Challenge (84)
Projecting a Firm Attitude................................................85
definition of Firmness (85) · Misconceptions Regarding Disposition (86) ·
Outcomes of a Firm Disposition (86) · Tactics for Executing Firmness (87) ·
Concluding Challenge (88)
Using Facial Expressions..................................................88
Definition of Facial Expressions (89) · Repertoire of Facial Expressions (89) ·
Need for Facial Expressions (90) · Developing a Repertoire of Facial
Expressions (91) · Concluding Challenge (92)
Exercising Teacher Proximity .............................................93
Definition of Proximity (93) · Teaching Without Proximity (94) · Reasons for
Fearing Proximity (96) · Rewards for Proximity (97) · Executing Proximity
(97) · Concluding Challenge (98)
99
Chapter 3 BASIC VERBAL SKILLS ·
Speaking Correctly and Distinctly.........................................99
Definition of Correct and Distinct speaking (100) · Significance of Speaking
Correctly/Distinctly (100) · Suggestions for Speaking Correctly/Clearly (101) ·
Concluding Challenge (104)
Giving Specific Directions............................................. 105
Clarifying the Definition (105) · Importance of Specific Directions (105) ·
Problem Concerning Specific Directions (106) · Suggestions for Specific
Instructions (106) · Concluding Challenge (108)
Talking on Students’ Level...............................................108
Definition of Talking on Students’ Level (108) · Importance of Talking on
Students’ Level (109) · Problem with Talking on Students’ Level (109) ·
Guidelines for Talking on Students’ Level (110) · Concluding Challenge (111)
Using Verbal Bridges.....................................................112
Definition of Verbal Bridges (112) · Value of Verbal Bridges (112) · Problems
with Verbal Bridges (114) · Suggestions for Verbal Bridging (115) ·
Concluding Challenge (116)
Projecting Voice When Reciting with Class................................117
Definition of Projecting Voice (117) · Reasons for Projecting Voice (117) ·
Problems with Projecting Voice (118) · Guidelines for Projecting (119) ·
Concluding Challenge (120)
Emphasizing Important Words and Ideas...............................121
Definition of Emphasizing (121) · Problems with Emphasizing (121) ·
Suggestions for Emphasizing (122) · Reasons for Emphasizing (124) ·
Concluding Challenge (124)
Applying Timely Pauses...................................................125
Description of Pausing (125) · Reasons for Pausing (126) · Problems with
Pausing (126) · Suggestions for Pausing (127) · Concluding Challenge (129)
Speaking Fluently...................................................... 130
Definition of Fluent Speaking (130) · Significance of Fluent Speaking (131) ·
Pitfalls in Fluent Speech (131) · Concluding Challenge (133)
Eliciting Responses by Telling, Not Asking...............................134
Definition of “Telling” Approach (134) · Reasons for “Telling” Approach (134)
• Tendency Regarding “Telling” Approach (136) · Suggestions for “Telling”
Approach (136) · Concluding Challenge (138)
Giving Appropriate Feedback..............................................139
Definition of Appropriate Feedback (139) · Importance of Giving Feedback
(139) · Pitfalls/Solutions for Feedback (140) · Concluding Challenge (144)
Delivering the Opening Salutation........................................145
Definition of Opening Salutation (145) · Significance of Opening Salutation
(145) · Pitfall Regarding Opening Salutation (146) * Suggestions for Opening
Salutations (147) · Concluding Challenge (148)
Chapter 4 VERBAL BEHAVIORS FOR TEACHING MUSIC · 151
Using Correct Terminology................................................151
Definition of Correct Terminology (151) · Significance of Correct Terminology
(151) · Problem with Correct Terminology (152) · Suggestions for Correct
Terminology (153) · Concluding Challenge (154)
ix
Using Figurative Language in Lower Grades.............................155
Definition of Figurative Language (155) · Reasons for Using Figurative
Language (156) · Problem with Figurative Language (156) · Guidelines for
Figurative Language (157) · Concluding Challenge (159)
Articulating Concept/Environmental Similarity..........................160
Definition of Articulating Similarity (160) · Significance of Articulating
Similarity (160) · Problems with Articulating Similarity (161) · Guidelines for
Articulating Similarity (161) · A Scenario (163) · Concluding Challenge (163)
Closing Concepts in Lesson.............................................165
Definition of Closing Concepts (165) · Reasons for Closing Concepts (165) *
Guidelines for Closing Concepts (165) · Concluding Challenge (167)
Referring to Motivational Idea in Summary..............................168
Clarification of Referring to Motivational Idea (168) · Significance of
Referring Back (169) · Problem with Referring Back (169) · Suggestions for
Referring to Motivational Idea (170) · Concluding Challenge (171)
Summarizing with Short-Answer Questions................................172
Explanation of Summarizing (172) · Problems with Summarizing (173) ·
Suggestions Regarding Summarizing (173) * Reasons for Summarizing with
Questions (175) · Concluding Challenge (175)
Specifying Specific Movements for Activities...........................176
Clarification of Specifying Specific Movements (176) · Reasons for Specifying
Specific Movements (177) · Problem Regarding Specifying Specific Movements
(177) · Suggestions for Specifying Specific Movements (178) · Concluding
Challenge (179)
Keeping Class Informed................................................180
Explanation of Keeping Class Informed (180) · Reasons for Keeping Students
Informed (180) · Problem with Keeping Students Informed (181) · Suggestions
for Keeping Students Informed (181) · Concluding Challenge (182)
Giving Directions for Dividing Class..................................183
Explanation of Directions for Dividing Class (183) · Reasons for Specific
Directions for Dividing Class (184) · Problem Regarding Specific Instructions
(184) · Suggestions for Specific Directions (185) · Concluding Challenge (185)
Chapter 5 ACTIVITY-RELATED TEACHING BEHAVIORS · 187
Engaging Whole Class in Opening Activity..............................188
Reasons for Engaging Whole Class (188) · Problem in Engaging Whole Class
(188) · Suggestions for Engaging Whole Class (190) · Concluding Challenge
(192)
Allotting Appropriate Time for Activity...............................193
Definition of Appropriate Time (193) · Problem with Appropriate Time (193) ·
Suggestions for Allotting Appropriate Time (194) · Rewards for Appropriate
Time (195) · Concluding Challenge (195)
Calling on Students to Participate Up Front...........................196
Problem in Calling Students Up Front (197) · Guidelines for Calling Students
Up Front (197) · Reward for Calling Students Up Front Properly (199) ·
Concluding Challenge (200)
Evaluating Student Responses Correctly................................200
Problem with Evaluating Students (201) · Suggestions for Evaluating Properly
(201) · Reasons for Evaluating Responses Properly (203) · Concluding
Challenge (204)
x
Switching Activities That Don’t Work...................................204
Tendency When Activity Doesn’t Work (205) · Suggestion When Activity
Doesn’t Work (205) · Reasons for Switching an Activity (206) · Concluding
Challenge (207)
Using the Vicarious Experience with Activities.........................207
Definition of Vicarious Experience (208) · Reasons for Using the Vicarious
Experience (208) · Problem Concerning the Vicarious Experience (209) ·
Procedures for Using the Vicarious Experience (210) · Concluding Challenge
(210)
Using Secondary Response Between Conceptual Responses..................211
Definition of Secondary Response (212) · Problem with Using Secondary
Response (212) · Suggestions for Using Secondary Response (213) · Reasons
for Using Secondary Response (214) · Concluding Challenge (214)
Using Visual Aids Effectively..........................................215
Definition of Visual Aids (215) · Pitfalls in Using Visual Aids (216) ·
Guidelines for Using Visual Aids (217) · Reasons for Using Visual Aids (218)
• Concluding Challenge (219)
Singing When Recording/Tape Is Too Fast................................220
Situation Responsible for Fast Tempo (220) · Significant Outcomes from
Singing (221) · Guidelines for Singing (221) · Concluding Challenge (223)
Insisting on Musically Performed Activities............................224
Problem for Musically Performed Activities (224) · Procedure for Musical
Responses (225) · Reasons for Musical Responses (226) · Concluding
Challenge (226)
Adopting a Student’s Version of Activity...............................227
Significant Rewards for Adopting (228) · Problem with Adopting a Student’s
Version (228) · Procedure for Opting Student’s Version (229) · Concluding
Challenge (230)
Demonstrating in Deliberate Manner.....................................231
Description of Deliberate Manner (231) · Problem Regarding Deliberateness
(231 ) · Reasons for Not Being Deliberate (232) · Need for Deliberateness (233)
• Practical Suggestions (233) · Concluding Challenge (234)
Participating in Class Activities......................................235
Clarification of Participating (235) · Reasons for Participating (235) ·
Situation Regarding Participating (236) · Guidelines Regarding Participating
(237) · Concluding Challenge (238)
Chapter 6 TEACHING RESPONSIBILITIES NOT RELATED
TO ACTIVITIES · 239
Learning Students’ Names................................................240
Approaches for Learning Names (240) · Reasons for Learning Names (242) ·
Common Problems in Learning Names (243) · Concluding Challenge (243)
Keeping a Neat, Attractive Room.........................................244
Keeping a Classroom Neat (244) · Making a Classroom Attractive (247) ·
Concluding Challenge (244)
Presenting Student-Oriented Lesson......................................249
Comparing Student-Oriented vs. Teacher-Oriented Lesson (250) · Problem with
Teacher-Oriented Lesson (251) · Suggestions for Student-Oriented Lesson (252)
• Rewards of Student-Oriented Lessons (253) · Concluding Challenge (253)
Conducting When Not Accompanying....................................... 254
Opportunities for Conducting (254) · Reasons for Conducting (254) ·
xl
Suggested Conducting Gestures (256) · Problem Regarding Classroom
Conducting (258) · Concluding Challenge (258)
Providing Teacher Demonstrations.......................................259
Definition of Teacher Demonstrations (259) · Reasons for Demonstrations (260)
• Problems Regarding Demonstrations (261) · Suggestions for Demonstrations
(261) · Concluding Challenge (264)
Getting Class to Stand/Sit in Orderly Way..............................265
Definition of Orderly Standing/Sitting (265) · Tendency in Handling
Standing/Sitting (266) · Class Response Without Any Approach (267) ·
Approach for Standing/Sitting (268) · Reasons for Orderly Standing/Sitting
(269) · Concluding Challenge (270)
Handing Out and Tuning Guitars/Ukeleles Efficiently....................271
Problem with Distributing/Tuning (271) · Approach for Handing Out/Tuning
(273) · Reasons for Handing Out/Tuning Orderly (276) · Concluding
Challenge (276)
Pacing the Lesson Effectively..........................................277
Definition of Pacing (277) · Outcomes of Effective Pacing (279) · Reasons for
Pacing Problems (279) · Suggestions for Effective Pacing (280) * Concluding
Challenge (289)
Using the Motivational Idea............................................290
Definition of Motivational Idea (290) · Significance of Motivational Idea (291)
• Guidelines for Motivational Ideas (291) · Concluding Challenge (293)
Chapter 7 TEACHING BEHAVIORS FOR MORE
COMPLICATED TASKS · 295
Passing Out Classroom Instruments......................................295
Situation Without a Strategy (296) · Suggested Approaches for Passing Out
Instruments (297) * Concluding Challenge (300)
Applying Fix-It Process to Singing.....................................301
Importance of Fix-It Procedure (301) · Situation Without Fix-It Approach (301)
• Suggested Fix-It Approach (301) * Concluding Challenge (306)
Establishing Pitch and Tempo for Songs.................................307
Procedure for Establishing Pitch and Tempo (307) · Concluding Challenge
(313)
Implementing Prep Procedure for Class Activity.........................314
Step One: Teacher Demonstration (315) · Step Two: Class Imitation (315) ·
Step Three: Class Positioning (State-of-Readiness) (316) · Situation Without
Prep Procedure (319) · Exemplary Example of Prep Procedure (319) ·
Concluding Challenge (319)
Steps for Implementing Instrumental Activities......................320
Tproblems Without Steps (321) · Description of Implementing Steps (321) ·
Summary of Steps for Instrumental Activities (325) · Concluding Challenge
(325)
Class Procedure for Tuning Guitars/Ukeleles.........................326
Organized Procedure for Tuning Guitars/Ukeleles (326) · Summary of the
Tuning Procedure (328) · Concluding Challenge (328)
Chapter 8 GUIDING STUDENT RESPONSES · 331
Obtaining Enough Individual Responses...............................332
Definition of Individual vs. Class Responses (332) · Problems Related to
xii
Individual Responses (332) · Importance of Individual Responses (332) ·
Guidelines for Individual Responses (333) · Concluding Challenge (334)
Using Group Reciting Techniques..........................................335
Description of Group Reciting (335) · Situation Regarding Use of Group
Reciting (336) · Reasons for Using Group Reciting (336) · Guidelines for
Group Reciting (337) · Concluding Challenge (339)
Rephrasing Questions and Instructions.................................. 339
Definition of Rephrasing (340) · Problem with Rephrasing (340) · Reasons for
Rephrasing (340) · Suggestions for Rephrasing (341) · Concluding Challenge
(342)
Sequencing Series of Questions...........................................343
Explanation of Sequencing (343) · Problem with Sequencing (344) ·
Suggestions for Sequencing (345) ·Reasons for Sequencing (346) · Concluding
Challenge (346)
Insisting on Confident Class Response....................................347
Definition of Confident Responses (347) · Reasons for Confident Responses
(347) · Problem with Confident Responses (348) · Suggestions for Confident
Responses (348) · Concluding Challenge (349)
Requiring Focused Individual Responses...................................350
Definition of Focused Responses (350) · Reasons for Focused Responses (351) ·
Problem Regarding Focused Responses (352) · Suggestions for Focused
Responses (352) · Concluding Challenge (353)
Repeating Students’ Answers..............................................354
Definition of Repeating Answers (354) · Reasons for Repeating Answers (355)
• Problem with Repeating Answers (356) · Guidelines for Repeating Answers
(356) · Concluding Challenge (357)
Projecting Appropriate Expressions/Body Language.........................358
Definition of Projecting Expression/Body Language (358) · Importance of
Appropriate Expressions/Body Language (359) · Problem with Expressions and
Body Language (360) · Suggestions for Expressions and Body Language (360)
* Concluding Challenge (361)
Obtaining Group Response in Summary......................................362
Definition of Group Responses in Summary (362) · Significance of Group
Responses in Summary (363) · Problem with Group Responses in Summary
(364) · Suggestions for Group Responses in Summary (364) · Concluding
Challenge (365)
Distinguishing Confused vs. Unprepared Students...........................366
Definition of Distinguishing (366) · Significance of Distinguishing (367) ·
Problem with Distinguishing (368) · Suggestions for Distinguishing (368) ·
Concluding Challenge (369)
Insisting on Raised Hand for Responses....................................370
Definition of Insisting on Raised Hands (370) · Reasons for Insisting on
Raised Hands (370) · Problem with Insisting on Raised Hands (371) ·
Suggestions for Raising Hands (371) · Concluding Challenge (373)
Chapter 9 MANAGING CLASSROOM BEHAVIOR · 375
Definition of Managing Behavior.................................376
Three-Pronged Discipline Approach...............................376
Personal Tools (378) · Preventive Techniques (390) · Corrective Measures (399)
Additional References.................................... 405
xiii
Chapter 10 PREPARING LESSON PLANS · 407
Lesson Planning for Elementary Classroom Teachers...............407
Guideline #1 (408) · Guideline #2 (408) · Guideline #3 (408) · Guideline #4
(408) · Guideline #5 (408) · Guideline #6 (409)
Suggested Lesson Plan Format for Music (for Elementary Classroom
Teachers)....................................................409
Explanation of Lesson Plan (411)
Lesson Planning for General Music Teachers......................423
Suggested Lesson Plan Format for General Music Teachers.........423
Explanation of Lesson Plan (424)
Concluding Challenge............................................426
xiv
|
| any_adam_object | 1 |
| author | Haritun, Rosalie A. 1938- |
| author_GND | (DE-588)114896715X |
| author_facet | Haritun, Rosalie A. 1938- |
| author_role | aut |
| author_sort | Haritun, Rosalie A. 1938- |
| author_variant | r a h ra rah |
| building | Verbundindex |
| bvnumber | BV044631894 |
| callnumber-first | M - Music |
| callnumber-label | MT1 |
| callnumber-raw | MT1 |
| callnumber-search | MT1 |
| callnumber-sort | MT 11 |
| callnumber-subject | MT - Instruction and Study |
| classification_rvk | LR 56940 |
| ctrlnum | (OCoLC)1016964283 (DE-599)BVBBV044631894 |
| dewey-full | 372.87/044 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.87/044 |
| dewey-search | 372.87/044 |
| dewey-sort | 3372.87 244 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Musikwissenschaft |
| format | Book |
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| id | DE-604.BV044631894 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:57:40Z |
| institution | BVB |
| isbn | 0131213024 9780131213029 |
| language | English |
| lccn | 93043240 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-030029894 |
| oclc_num | 1016964283 |
| open_access_boolean | |
| owner | DE-739 |
| owner_facet | DE-739 |
| physical | xiv, 429 Seiten Illustrationen 27,7 cm |
| publishDate | 1994 |
| publishDateSearch | 1994 |
| publishDateSort | 1994 |
| publisher | Parker Publishing Company |
| record_format | marc |
| spelling | Haritun, Rosalie A. 1938- Verfasser (DE-588)114896715X aut Music teacher's survival guide practical techniques & materials for the elementary music classroom Rosalie A. Haritun West Nyack, N.Y. Parker Publishing Company [1994] © 1994 xiv, 429 Seiten Illustrationen 27,7 cm txt rdacontent n rdamedia nc rdacarrier School music Instruction and study Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030029894&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Haritun, Rosalie A. 1938- Music teacher's survival guide practical techniques & materials for the elementary music classroom School music Instruction and study |
| title | Music teacher's survival guide practical techniques & materials for the elementary music classroom |
| title_auth | Music teacher's survival guide practical techniques & materials for the elementary music classroom |
| title_exact_search | Music teacher's survival guide practical techniques & materials for the elementary music classroom |
| title_full | Music teacher's survival guide practical techniques & materials for the elementary music classroom Rosalie A. Haritun |
| title_fullStr | Music teacher's survival guide practical techniques & materials for the elementary music classroom Rosalie A. Haritun |
| title_full_unstemmed | Music teacher's survival guide practical techniques & materials for the elementary music classroom Rosalie A. Haritun |
| title_short | Music teacher's survival guide |
| title_sort | music teacher s survival guide practical techniques materials for the elementary music classroom |
| title_sub | practical techniques & materials for the elementary music classroom |
| topic | School music Instruction and study |
| topic_facet | School music Instruction and study |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030029894&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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