The Effect of Teaching Representational Notation Versus Conventional Notation on Music Reading Skills of Third-Grade Students in Taiwan
Lin, Meng-Ying
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Permalink
https://hdl.handle.net/2142/80335
Description
Title
The Effect of Teaching Representational Notation Versus Conventional Notation on Music Reading Skills of Third-Grade Students in Taiwan
Author(s)
Lin, Meng-Ying
Issue Date
1999
Doctoral Committee Chair(s)
Boardman, Eunice
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Language
eng
Abstract
It was concluded that instruction for students without extra-school musical experience should begin with iconic representation prior to introduci0ng conventional notation because iconic representation was a better approach to lessen the discrepancy between these students with and without additional musical experience.
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