Titlebook: Learning Through Music; Audrey S. Wisbey Book 1980 A. S. Wisbey 1980 learning.literacy.learning and instruction

coagulation

Synchronism

Music and sound and the young baby,e child in suitable sound- making activities during this critical period of the child’s early life, thus making it impossible to observe the child’s response or lack of it at this stage, is in my opinion the root cause of the problem. A consideration of ‘suitable activities’ is therefore essential.

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松果

The third step,n tonal quality and duration, it is very important to ensure that a young child can hear the differences in duration and has the opportunity to hear them sufficiently often for learning. This can be done by a simple form of notation, which will at the same time develop the idea of visually codifying

Coronary-Spasm

The fourth step, changes of pitch involved in continuing speech and localizing of sounds. The use of the characters in the Humpty Dumpty nursery rhyme is suitable as it eventually leads both to an understanding of traditional music notation and to the presentation of suitable symbols, in the correct spatial positio

赏钱

The fifth step,dder. Place the tone bar with the letter ‘E’ on the xylophone between the tone bars ‘C’ and ‘G’. Explain that the sound given by this tone bar ‘E’ also has two names — ‘Me’ and ‘E’. The child can now draw a musical ladder with three steps.

Analogy

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dialect

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Nucleate

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Diastole

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