Theory Workbook

Grade 6
Author: Anna Butterworth
Publisher: Associated Board of the Royal School of Music
ISBN: 9781860960871
Category: Music
Page: 75
View: 1196

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A practical student's guide - in workbook format - to ABRSM's Grade 6 theory exam, this book describes the nature of the questions set on papers for the grade and explains clearly how to tackle them.

Theory Workbook

Grade 8
Author: Anthony Crossland,Terence Greaves
Publisher: Associated Board of the Royal School
ISBN: 9781860960895
Category: Music
Page: 90
View: 6680

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A practical student's guide - in workbook format - to ABRSM's Grade 8 Theory exam. Describes the nature of the questions set on papers for the grade and explains clearly how to tackle them. Contains many sample questions so the student can immediately put theory into practice. Focuses very precisely on the skills and knowledge needed at Grade 8.

Music Theory in Practice

Grade 6
Author: Peter Aston,Julian Webb
Publisher: Associated Board of the Royal School of Music
ISBN: 9781854725912
Category: Music theory
Page: 72
View: 4369

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Builds on work covered in the first five volumes of Music Theory in Practice, looking further into the workings of tonal harmony and introducing students to melodic composition outside the tonal system. Covers all aspects of the Grade 6 Theory of Music exam.

Harmony in Practice


Author: Anna Butterworth
Publisher: N.A
ISBN: 9781854728333
Category: Harmony
Page: 268
View: 6199

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A workbook that discusses the main elements of tonal harmony, and contains numerous music examples and exercises for working. Particularly helpful to bridge the gap between Grade 5 and Grade 6 theory, and also very useful material for all higher-grade theory exam entrants, and for A Level, Diploma and undergraduate music students.

Theory Workbook

Grade 7
Author: Anthony Crossland,Terence Greaves
Publisher: Associated Board of the Royal School
ISBN: 9781860960888
Category: Music
Page: 106
View: 9616

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A practical student's guide - in workbook format - to ABRSM's Grade 7 Theory exam. Describes the nature of the questions set on papers for the grade and explains clearly how to tackle them. Contains many sample questions so the student can immediately put theory into practice. Focuses very precisely on the skills and knowledge needed at Grade 7.

The AB Guide to Music Theory


Author: Eric Taylor
Publisher: N.A
ISBN: 9781854724465
Category: Music
Page: 114
View: 4889

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Part I deals with the subjects of the Associated Board's Theory syllabus for grades 1-5. This book is intended to help people learning music to understand how music is written down, what the various signs and symbols denote, and what is meant by the common technical words used by musicians. Arising out of this, it provides an introduction to the basic elements in harmony and musical structure.

Music Theory in Practice, Grade 1


Author: Eric Robert Taylor
Publisher: Associated Board of the Royal School of Music
ISBN: 9781860969423
Category: Music theory
Page: 32
View: 2426

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Fully revised, this workbook remains the best way to prepare for ABRSM's Grade 1 Theory of Music Exam. Features a clear explanation of music notation, many worked examples and practice exercises, definitions of important words and concepts, specimen exam questions and helpful tips for students.

Music Theory in Practice

Model Answers
Author: N.A
Publisher: Young Writers
ISBN: 9781848491144
Category: Music theory
Page: 16
View: 3709

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The new Music Theory in Practice Model Answers series is a practical tool to use alongside the fully-revised workbooks for Music Theory in Practice, Grades 1 to 5. Each book includes correct answers to every question; accepted options, where there can be more than one answer; and model answers for composition-style questions.

Higher Education in Music in the Twenty-First Century


Author: Björn Heile,Eva Moreda Rodriguez,Jane Stanley
Publisher: Routledge
ISBN: 1317121953
Category: Music
Page: 212
View: 2593

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In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis. The authors, Music academics from the University of Glasgow, provide case studies from their own extensive experience, which are complemented by an Afterword from Nicholas Cook, 1684 Professor of Music at the University of Cambridge. Together, they examine what students can and should learn about and from music and what skills and knowledge music graduates could or should possess in order to operate successfully in professional and public life. Coupled with these considerations are reflections on music’s social function and universities’ role in public life, concluding with the conviction that a university education in music is more than a personal investment in one’s future; it contributes to the public good.

Creative Teaching for Creative Learning in Higher Music Education


Author: Elizabeth Haddon,Pamela Burnard
Publisher: Routledge
ISBN: 1317158202
Category: Music
Page: 264
View: 311

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This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.