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University of Illinois at Urbana-Champaign
The Effect of Teaching Representational Notation Versus Conventional Notation on Music Reading Skills of Third-Grade Students in Taiwan
Abstract
dc:descriptionIt 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.
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Education
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2015
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Lin, Meng-Ying
- Contributors dc:contributor
-
- Boardman, Eunice
Subjects
dc:subject × 1Rights
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
- (MiAaPQ)AAI9944921
- OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/80335