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dc.contributor.authorBrandt, Julieten_US
dc.date.accessioned2017-04-18T13:41:59Z
dc.date.available2017-04-18T13:41:59Z
dc.date.issued1985
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17404
dc.descriptionIncludes bibliographical references.en_US
dc.description.abstractThe following hypothesis was observed during the course of this study: Assuming you have a thirteen year old violin student who has had five years of private study, using a major work from the standard violin literature, how do history, melodic, thematic, harmonic, rhythmic, and compositional devices relate to a child’s perception of music? Also, I found it necessary to research existing teaching methods and interview professional musicians and educators in order to get several perspectives on this subject.en_US
dc.format.extent37 pagesen_US
dc.language.isoen_USen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subjectmusicen_US
dc.subjectteaching methodsen_US
dc.titleEquating and inquiring musicen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.typeScoreen_US
dc.contributor.departmentSchool of Musicen_US


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