(Elementary Method). One of the most widely used series of methods for individual or like-instrument class instruction. Using a very well-rounded approach including scales, arpeggios, technical studies, studies for musicianship, articulation studies, solos, duets, and studies devoted to the special needs of each instrument, this series provides a fantastic wealth of material for all student musicians.
Translated from Russian by Simeon N. Jurist. An elementary method in one volume consisting of four parts. Part One introduces all the fundamentals including note reading and chordal accompaniment. Each succeeding part advances the player through the positions. Part Four contains supplementary repertoire.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
This textbook treats Lie groups, Lie algebras and their representations in an elementary but fully rigorous fashion requiring minimal prerequisites. In particular, the theory of matrix Lie groups and their Lie algebras is developed using only linear algebra, and more motivation and intuition for proofs is provided than in most classic texts on the subject. In addition to its accessible treatment of the basic theory of Lie groups and Lie algebras, the book is also noteworthy for including: a treatment of the Baker–Campbell–Hausdorff formula and its use in place of the Frobenius theorem to establish deeper results about the relationship between Lie groups and Lie algebras motivation for the machinery of roots, weights and the Weyl group via a concrete and detailed exposition of the representation theory of sl(3;C) an unconventional definition of semisimplicity that allows for a rapid development of the structure theory of semisimple Lie algebras a self-contained construction of the representations of compact groups, independent of Lie-algebraic arguments The second edition of Lie Groups, Lie Algebras, and Representations contains many substantial improvements and additions, among them: an entirely new part devoted to the structure and representation theory of compact Lie groups; a complete derivation of the main properties of root systems; the construction of finite-dimensional representations of semisimple Lie algebras has been elaborated; a treatment of universal enveloping algebras, including a proof of the Poincaré–Birkhoff–Witt theorem and the existence of Verma modules; complete proofs of the Weyl character formula, the Weyl dimension formula and the Kostant multiplicity formula. Review of the first edition: This is an excellent book. It deserves to, and undoubtedly will, become the standard text for early graduate courses in Lie group theory ... an important addition to the textbook literature ... it is highly recommended. — The Mathematical Gazette
Dr. Suzuki questioned why all vocalists vocalize every day to improve their voices, but instrumentalists do not do so every day with their instruments. He believes that on any instrument, one needs to practice to make a more beautiful tone. First he talks about playing a beautiful resonant tone with the bow while plucking the string with a finger. When a pizzicato is played, the resonance goes on for a long time. Students should listen to that resonance and play the same kind of clear beautiful sound. He talks about how to make a difference in the tone by using a different bow speed, how to practice to find the resonance point, how to change the weight of the arm on the bow to produce a different kind of tone, and how to change tone color. This book includes all of Dr. Suzuki's basic ideas about tone.
Vorschule Im Klavierspiel, Op. 101, by Ferdinand Beyer (1803--1863) was first published in 1860. Since that time, it has been used by piano students throughout the world, especially in Asian countries. When compared with piano methods written in the 20th and 21st centuries, it appears more like a technique book than a piano method. This edition has been edited to be useful for today's piano students, either as a method (with teacher guidance) or as a supplementary book.
In this new edition of their groundbreaking Kodály Today, Mícheál Houlahan and Philip Tacka offer an expertly-researched, thorough, and -- most importantly -- practical approach to transforming curriculum goals into tangible, achievable musical objectives and effective lesson plans. Their model -- grounded in the latest research in music perception and cognition -- outlines the concrete practices behind constructing effective teaching portfolios, selecting engaging music repertoire for the classroom, and teaching musicianship skills successfully to elementary students of all degrees of proficiency. Addressing the most important questions in creating and teaching Kodály-based programs, Houlahan and Tacka write through a practical lens, presenting a clear picture of how the teaching and learning processes go hand-in-hand. Their innovative approach was designed through a close, six-year collaboration between music instructors and researchers, and offers teachers an easily-followed, step-by-step roadmap for developing students' musical understanding and metacognition skills. A comprehensive resource in the realm of elementary music education, this book is a valuable reference for all in-service music educators, music supervisors, and students and instructors in music education.
