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dc.contributor.advisorChairperson, Graduate Committee: Jayne Downeyen
dc.contributor.authorKomiyama, Azusa Hokugoen
dc.description.abstractThe purpose of this case study was to explore how music education majors who already know how to use the Moveable-Do system reacted to the mechanics and the practicality of the Fixed-Do system. Participants included ten music education majors who took two to four semesters of aural skills classes and learned the Moveable-Do system at Rocky Mountain University. I asked participants to attend six workshop sessions on "How to Use Fixed-Do" and asked them to write journals each session. Through this workshop, the participants not only learned the values of the Fixed-Do system, but also re-thought the importance of the Moveable-Do system as well. By learning both systems, they learned the different values of each system, and they learned how important solfége is.en
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshMusic--Instruction and studyen
dc.subject.lcshMusic theoryen
dc.titleExamining the process of introducing the fixed-do systemen
dc.rights.holderCopyright 2011 by Azusa Hokugo Komiyamaen
thesis.catalog.ckey1926760en, Graduate Committee: Martin Teintze; Mensur Dlakic; Michael Franklin; Trevor Douglas; Richard Wolffen Eden

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