s not meet the criteria for an abstracts.
Abstracts are not written in first person.
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(Dedication does not appear in the Table of Contents.)
(Acknowledgments do appear in the Table of Contents)
List of Figures (if figures used) ??
Organization of the Remainder of the Study
CHAPTER 2: REVIEW OF THE RELATED MATERIALS
An Obstacle to Musical Memory Development
An Obstacle to Fine Technical Control
An Obstacle to Pitch and Tempo Senses
An Obstacle to Listening to Other Members of a Musical Team
Comparison of Learning to Read Words and Music
Effects of the Type of Musical Activity on Music Reading
The Importance of Reading Does Not Diminish the Playing Priority
Guideline Summary for the Music Reading Experience
Practical Suggestions for Teachers on Reading
Breaking Down the Learning Tasks in Reading
The instruments: the temperament sorter.
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1. According to the Suzuki Piano School (1978, 1995), the materials used to develop musical literacy (the student's musical sensitivity, playing skill, and memory the student has been sufficiently been taught and trained in acquiring, grows through daily habit) are authentic children's songs, folk song material and the music of great composers. 2. Lesson plans are the guidelines for effective instructions in the individual private piano lesson (and in group piano lessons). 3. Certain fundamental music skills (reading readiness skills) are necessary pre-requisites to music reading. These 'reading readiness' skills include accurate intonation, aural perception, steady beat, and the ability to reproduce sounds vocally (pitch), distinguish different sounds, keep the underlying pulse, and conceptualize melodies without the aid of acoustical stimulation (inner hearing) (...