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dc.contributor.advisorChairperson, Graduate Committee: Jayne Downey.en
dc.contributor.authorKomiyama, Azusa Hokugoen
dc.date.accessioned2013-06-25T18:38:05Z
dc.date.available2013-06-25T18:38:05Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1661en
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.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshMusic Instruction and study.en
dc.subject.lcshMusic theory.en
dc.subject.lcshSinging.en
dc.titleExamining the process of introducing the fixed-do systemen
dc.typeThesisen
dc.rights.holderCopyright Azusa Hokugo Komiyama 2011en
thesis.catalog.ckey1926760en
thesis.degree.committeemembersMembers, Graduate Committee: Jayne Downey (chairperson); Martin Teintze; Mensur Dlakic; Michael Franklin; Trevor Douglas; Richard Wolffen
thesis.degree.departmentEducation.en
thesis.degree.genreThesisen
thesis.degree.nameM Eden
thesis.format.extentfirstpage1en
thesis.format.extentlastpage101en
mus.relation.departmentEducation.en_US


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