My First Guitar-Vihuela and Guitarrón book is especially designed to create student interest and progress by combining proper guitar technique with beautiful melodies.

Gateways to Understanding Music explores music in all the categories that constitute contemporary musical experience: European classical music, popular music, jazz, and world music. Covering the oldest forms of human music making to the newest, the chronological narrative considers music from a global rather than a Eurocentric perspective. Each of sixty modular "gateways" covers a particular genre, style, or period of music. Every gateway opens with a guided listening example that unlocks a world of music through careful study of its structural elements. Based on their listening experience, students are asked to consider how the piece came to be composed or performed, how the piece or performance responded to the social and cultural issues at the time and place of its creation, and what that music means today. Students learn to listen to, explain, understand, and ultimately value all the music they may encounter in their world. FEATURES Global scope—Presents all music as worthy of study, including classical, world, popular, and jazz. Historical narrative—Begins with small-scale forager societies up to the present, with a shifting focus from global to European to American influences. Modular framework—60 gateways in 14 chapters allow flexibility to organize chronologically or by the seven recurring themes: aesthetics, emotion, social life, links to culture, politics, economics, and technology. Listening-guided learning—Leads to understanding the emotion, meaning, significance, and history of music. Introduction of musical concepts—Defined as needed and compiled into a Glossary for reference. Consistent structure—With the same step-by-step format, students learn through repeated practice how to listen and how to think about music. In addition to streamed audio examples, the companion website hosts essential instructors’ resources.

Margaret S. Barrett and Sandra L. Stauffer We live in a “congenial moment for stories” (Pinnegar & Daynes, 2007, p. 30), a time in which narrative has taken up a place in the “landscape” of inquiry in the social sciences. This renewed interest in storying and stories as both process and product (as eld text and research text) of inquiry may be attributed to various methodological and conceptual “turns,” including the linguistic and cultural, that have taken place in the humanities and social sciences over the past decades. The purpose of this book is to explore the “narrative turn” in music education, to - amine the uses of narrative inquiry for music education, and to cultivate ground for narrative inquiry to seed and ourish alongside other methodological approaches in music education. In a discipline whose early research strength was founded on an alignment with thesocialsciences,particularlythepsychometrictradition,oneofthekeychallenges for those embarking on narrative inquiry in music education is to ensure that its use is more than that of a “musical ornament,” an elaboration on the established themes of psychometric inquiry, those of measurement and certainty. We suggest that narrative inquiry is more than a “turn” (as noun), “a melodic embellishment that is played around a given note” (Encarta World English Dictionary, 2007, n. p. ); it is more than elaborationon a position, the adding of extra notes to make a melody more beautiful or interesting.

This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research. This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors’ first volume in Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively.

(Faber Piano Adventures ). These traditional, ever-popular melodies are presented in pianistic arrangements for the intermediate piano student. The pieces are in the keys of C, F, G, D, A minor, and D minor, and feature a variety of sounds. Includes: Beautiful Dreamer * Bill Bailey, Won't You Please Come Home? * Cielito Lindo * Clair de Lune * Fanfare on America * Good Morning Blues * Halloween Sonatine * I Love a Piano * I'm Henery the Eight, I Am * Morning Has Broken * Oh! You Beautiful Doll * The Spy * Tarantella Italiana * Theme from the Moonlight Sonata.