British Journal of Music Education 2001: Vol 18 Index

11 Pages·2001·3.1 MB·English

B. J. Music Ed. 2001 18:3, 313-322 Copyright © 2001 Cambridge University Press
Index
Abba, 86 aural training, sol-fa and, 192
ability: children’s views of, 104; and composing, 123, Australia, 295-6, 300
135; nature/nurture issues, 161-70, 200, 228 authenticity, 92, 262, 268
achievement: gender issues, 275-84, 288-90; autotelic personality, 182
see also expertise
Adams, B. L., 65, 70, 71 Bach, Johann Sebastian, 91, 307-8
adjudication, 75 Bali, 301
adoptive families, 161-70 bands, 237
adult learners, 303-5 Barnsley College, 252-8
aesthetic awareness/experience, 151-8, 199; Barnsley Spring Music Festival, 256
and cultural context, 261—73; memories, Bartok, Béla, 89-90
241-50; see also meaning BBC, 80
Africa, 293—4; see also individual countries Behne, K.-E., 55, 59-60, 66-7, 70
age: and conceptualisation of composing, 125 74
and listening habits, 104—5; and motivation, Berry, Chuck, 84—5
104, 114; of starting instrumental/vocal Bettivia, Rhianonn S., 298-9
lessons, 227-38 Birkenshaw-Fleming, Lois, 300
Akumo, Emily, 300 Bjornberg, Alf, 85-6
Alston, P., 134 ‘black music’, 79-80
amplification, 256 Blacking, J., 271
analysis, of popular music, 83-6 blues, 199, 298
Antonsson, G., 69 Boden, Margaret, 153, 154
appearance of performers, effect on listening, Bond, Judy, 300
57-8, 63-4, 73 Bowker, John, 156
appraising, 285 boys, see gender issues
apraxia, 201 Brackett, David, 85
aptitude, see ability Bradby, Barbara, 84
Arnold, Malcolm, 204 Brain, Dennis, 92—3
arts education, 195-7; see also music education Bray, David, 197-200
Asher, Nina, 298 Brazil, 294
Assafiev, Boris, 294 Brookfield, S., 178
assessment, 215, 284; of composing, 121, Brown, James, 85
134-5; covert assumptions and, 284; of Bruner, Jerome, 155
musical understanding, 146; peer assessment, burnout, 22; see also stress
257; of performance, 75, 215-25, 252-3, Burr, Lynn, 200-1
256-7; self-assessment, see self-review Burton, Bryan, 301
atmosphere, 58, 75 busking, 256
Attali, Jacques, 80 Butler, D., 63, 72, 7
audio-visual presentation, effect on listening, Buzan, Tony, 175
55-75
Auh, Myung-sook, 296 Cage, John, 68-9
aural presentation of music, 55, 56; compared to Cambodia, 301
live and audio-visual presentation, 55-75 Campbell, Patricia Shehan, 301
Canada, 294, 300 computers: and teaching composing, 127-8,
Candy, P. C., 178 132-3, 148; use in composition project,
career plans: children’s, and choice of school 141-6, 147, 148; see also ICT
subjects, 287, 290; teachers’, 5, 8-12, 16, 22, conceptual space, 153, 154
23 concerts, see live performance and school
Carter, Elliott, 68-9 concerts
Cassidy, J. W., 64, 67, 70, 71, 72, 73-4 Confucian philosophy, 296
Celtic Connections, 175 Connor, Bill, 130, 135, 136n
Challis, Mike, 141 context, musical meaning and, 82, 261-73
Chapman, Richard, 203-5 Cooke, Deryck, 79, 152
child minders, 241-50 Cope, Peter, 257
children: compositions, 154, 301-3; parental core skills, 175
attitudes to, and support for musical country studies of music education, 293-7
development, 161-70 cover lessons, 201
China, 42, 296 CRDI (Continuous Response Digital Interface),
Chinese music, Puccini and, 271 65, 74
Chinese musical instruments in Hong Kong, 43, creativity, 153-4; see also composing
45-6, 52 critical thinking/metacognition/self-review,
choirs, 47, 238 27-8, 378, 175, 200, 216, 217-25
Chomsky, Noam, 153 Crozier, Richard, 201-3
Christmas, 19 Csikszentkihalyi, M., 182
Clapton, Eric, 203 Cubitt, Sean, 85
Clarke, P., 60 cultural context, 79, 82, 261-73
class issues, 80-1, 275, 276, 290 cultural dissonance, 105, 116-17
class music: pupils’ views, 47-50, 51, 112-15, cultural diversity, 298, 300
116, 248, 287-8; teachers’ views, 5, 10-16 cultural relativism, 79
classroom teachers, see teachers curriculum, changing status, 197
Clyde Virtual University, 174 Curwen, John, 187-8
Communist Party, 80 Cusworth, Linda, 195-7
community, 246, 247-8
composers: children’s views of, 302; and critical dance music, 301
thinking, 175; as teachers, 130, 133, 302-3 dancing, 247, 249
composing/composition(s): ability and, 123, 135; Dartington International Summer School, 22
autotelic approach, 182; children’s, 154, Davidson, J. W., 68, 75
301-3; collaborative, 120, 139-48, 183; Davies, Henry Walford, 301
creativity and, 154-5, 176-7; gender issues, Davies, Peter Maxwell, 129, 301
285; open/closed approaches, 177-83; de Bono, Edward, 175
ORIENT process, 175-6, 178; performing de Quadros, Andre, 299-301
facility and, 124, 131-2, 136; software for, Debenham CEVC High School, 139-48
127-8, 132-3, 143-4; teaching/learning, Debussy, Claude, 154-5
119-36, 146-7, 176-84, 303; teaching DeCorte, E., 175
materials for, 174, 183, 200-1; thinking style DeNora, Tia, 81-3
and, 132; use of hypotheses and drafts, development, 125, 126
122-3, 130; use of technology in, 127-8, Dewey, John, 175, 178, 262, 263, 264, 265,
132-3, 141-6, 147, 148, 285 267-8
diaries, 216, 256 Finland, 268-9, 272
disability issues, 64, 201 Finnds, L., 61, 62, 69, 70, 72, 7
Disney, Walt, Fantasia, 56, 67, 71 Fiori, Umberto, 85
Downes, P., 275-6, 283, 284 Flowers, P., 60
drawing to elicit memory, 242-3 folk song, 80, 193
dress of performers, effect on listening, 57-8, found sounds, 141, 143, 178-9
63-4, 73 Franca, Cecilia Cavalieri, 140, 146, 147
Drummond, John, 300 Fung, C. V., 68, 74
Dunbar-Hall, Peter, 295-6, 300
Dunwich Revisited, 139-48 Gabriel, Peter, 85
Durham, study of children’s listening habits in, Gabrielsson, A., 69
106-17 gamelan, 301
Dylan, Bob, 267 Gartrell, Carol, 300
dyslexia, 201 Gates, Henry Louis, 85
dyspraxia, 201 GCSE: and achievement related to gender,
276-84, 288-90; grades attained, 196, 276,
Eco, Umberto, 86 283-4
Elgar, Edward, 88 GCSE music: assessment criteria, 134; and
élitism, 6, 23, 80 gender issues, 276, 277-84, 288-90;
emotion, music and, see under music instrumental lessons and, 129; marking,
empowerment, 146, 147, 304-5 136—7n; syllabus, 133; teaching composing
environmental sounds, use in composition for, 119-36
projects, 141, 143, 178-9 Gembris, Heiner, 295
Ericsson, K. A., 227-8, 236 gender issues: achievement, 275-84, 288-90;
Estonia, 294 attitudes, 285-8; choice of instruments, 41,
estrangement, 156 43, 45-6, 50, 52; choice of school subjects,
ethnomusicology, 301 52, 283, 284, 286-7; cultural transmission,
everyday life, music in, 81-3, 104, 117, 268 42; development and maturity, 276; gender
existential angst, 156 balance in continuing with music study, 43,
expertise, 27, 28, 227-8, 235; and age of 51, 283, 284; gender balance of music
starting instrumental/vocal lessons, 227-38; teachers and graduates, 21-2, 43; gender
practice and, 27, 227-8, 235, 236-7; balance in taking instrumental lessons, 284,
teaching and, 236 285, 289; listening and mode of presentation,
expression, technology and, 142-3 61, 72; musical preferences, 44—51, 299;
extra-curricular activities, 19, 21; teachers’ sexuality in rock, 79
attitudes to, 14, 16-17, 21 genetic determinism, see nature/nurture issues
extra-musical aspects of performance, 57-8, genre: gender issues, 286; school music lessons
63-4, 73, 218, 252-8 and, 22-3, 47, 48-50, 80, 105, 115; and
extroversion, 202-3 teaching composing, 129, 132; see also
eye movements in reading music, 202 popular music
Geringer, J. M., 67, 70, 71, 72, 73-4
family relationships, 161-70, 247, 299 Germany, 295
Fantasia (Disney), 56, 67, 71 Gibson, Barry, 305-7
Farrell, Gerry, 296 gifted children, 201
feminism, 275, 299; see also gender issues Gillespie, R., 64, 70, 72, 73
girls, see gender issues Hyvonen, L., 60
Glass, Philip, 80-1
Glover, Joanna, 301-3 ICT (information and communication
Glover, Sarah, 188 technologies), 140, 147-8, 199; and choice to
Gold, K., 276, 284 continue with music as school subject, 283,
Goodkin, Doug, 300 288; gender issues, 285, 288, 290; subject
Goodman, Andrew, 80-1 cultures and, 147; see also computers
Green, Lucy, 129, 134, 276, 277, 283, 284, 289 improvisation, teaching materials, 89-91
Griffiths, Dai, 80, 85 India, 296
Guildhall School of Music and Drama, 216 individual lessons, see instrumental/vocal tuition
Guilford, J. P., 175 industrial folk song, 80
guitar, 203-5 inspection, history of, 187-93
Gulina, Marina, 294, 296 instrument making, 300-1
instrumental/vocal tuition: age of starting,
Hall, E. T., 266 227-38; classroom teaching and, 199-200;
halo effects, 73 and GCSE music, 129, 131; gender issues,
Hamm, Charles, 85 284, 285, 289; giving up, 114, 168; individual
Hampel, Anton Joseph, 91 nature, 30; individual/group, 246, 248; and
Handler, L., 63, 72, 75 learning composing, 131; and preparation for
Hardy, Alister, 156 performance, 251-2; and teachers’ choice of
Hargreaves, David J., 293-7 career, 7, 10; teaching learning and practising
Harker, D., 80 strategies, 38; teaching materials for, 89-91,
Harland, John, 195 201-3, 303-5; see also practising
Harris, Paul, 201-3 instruments: age of starting playing, 231-8;
Hartmann, Wolfgang, 300 choice of, gender issues, 41, 43, 45-6, 50, 52;
Hawkins, Stan, 84 exploring, 306; personality and, 202-3;
Haynes, Jo, 195 studies of, 91-3, 203-5
Hendrix, Jimi, 85 interculturalism and cultural context, 261-73,
heredity issues, see nature/nurture issues 301
Higher Still, 174, 175 internet, the, see World Wide Web
Hilfiger, Tommy, 298 introversion, 202-3
Hindemith, Paul, 121, 135 inventing, see composing
hip hop, 298 Italy, 295
historical performance, 92
Holly, Buddy, 84 James Cook University, 218-25
home and school music, 103-17 Jankowski, Wojciech, 295
Hong Kong, 41-52 Japan, 296, 300
Hopi, 301 Jauk, W., 67-8, 70, 71, 72
horn, 91-3 jazz styles: and teaching composing, 129, 183;
Howard, John, 183 teaching materials, 89-91; see also blues
Hudak, Glenn, 297-9 Jewish dance music, 301
Hullah, John, 187-8 job satisfaction, 14-15
Humphries, John, 91-3 Johnson, C. M., 64—5, 69-70
Hunter, D., 256-7 Johnson, P., 253
Hurworth, Gregory, 301 joiku, 272
Jones, Rob, 200, 201 110-12; skill/trainiinn,g 60-9 7 7 3—5,re
Jorgensen, H., 257, 258 116, 158; to children’s music, 302; see also
judgement, 75, 134, 284; see also assessment strong experiences of music
literacy, music and, 200, 275, 28
karaoke, 47 Lithuania, 294
Katz, Susan, 300 live performance: compared to aural and audio-
Kemp, Anthony, 202 visual presentation, 55-75; everyday, 74; and
Kenya, 300 strong experiences of music, 69, 70; see also
keyboard harmony, and teaching composing performing
132 Lloyd, A. L., 80
Kibble, David, 156 Lochhead, J., 68
Killian, J. N., 64, 70 Lord, Pippa, 195
Kinder, Kay, 195-7 Lugert, W. D., 60-1, 72
Kivy, Peter, 152
klezmer, 301 McCarthy, Cameron, 297-9
knowledge, 198-9, 272 McClaren, C. A., 62, 69-70, 71
Korea, Republic of (South Korea), 296 McCullough-Brason, Ellen, 301
Krampe, R. T., 227-8, 236 MacDonald, R. A. R., 183
Kreber, C., 178 McGuinness, C., 175
Kuhn, T. L., 60 McLaughlin, Heather, 300-1
Kurtag, Gy6rgy, 89-90 MacLean, Dougie, 175
MacMillan, James, 175
language, music and, 153-4, 266; see also McNaught, William Gray, 188-93
meaning McPherson, Gary, 295-6
Lapps, see Sami Madin, Jon, 300-1
Lealman, Brenda, 157 Mans, Minette, 300
learning, 175, 257; independence in, 257-8; of marimba building, 300-1
new music, 30; peers and, 175; practising Maris, Barbara English, 303—5
strategies, 27 38; support and, 161 0, 183; Mark, Michael, 176, 183, 184
see also practising and under composing and Marsh, Kathryn, 300
listening Maugham, W. Somerset, 156—7
learning opportunities, open/closed, 177 Maxwell Davies, Peter, see Davies, Peter
Lefanu, Nicola, 130, 135 Maxwell
leisure time, children’s use of, 107 meaning, 263, 265, 266, 272; musical, and
Leppert, Richard, 85 cultural context, 261-73; see also under
Lindstr6m, S., 69 musi¢
Lipsitz, George, 85 MeinerF.s,, 65—6, 70, 72h,ay 7F3D
listening: children’s, studies of, 46-7, 50-1, memories, music-related, 241—50
103-17, 303; cognitive emphasis in school memory skills, 28
music, 116, 158; experimental situations, 55, Mendes, Sam, 157
60-75; familiarity/unfamiliarity and, 59-60, metacognition/critical thinking/self-review
68-9; gender issues, 46—7, 61, 72; 175, 200, 216, 217-25
information and, 68-9, 74; live/audio-visual Mezirow, J., 178
aural presentation and, 55—75; and personal microphones, 141, 143
development, 104, 248-9; reasons for Middleton, Richard, 83
Miell, D., 183 musical knowledge, 198-9, 272
Miklaszewski, Kacper, 295 musical learning, influences on, 7, 45, 50-1,
Miklaucic, Shawn, 297-9 161-70
Milak, J., 60 musical understanding, 146, 272
MiniDisc recorders/players, 141, 144 musicals, schools producing, 19
modernism, 79 musicians, professional, see professional
Moore, John, 85 musicians
moral education, music and, 200, 296; see also
religion Nagel, Thomas, 156
Mota, Grace, 295 Namibea, 300
motivation, age and, 104, 114 narrativity, 85-6
Mozart, Wolfgang Amadeus, 91 National Curriculum, 140, 158, 198-9; and
Miller, Wilhelm, 267 Orff, 300
multiculturalism and cultural context, 261-73, National Oracy Project, 216
301 Native American music, 301
Murao, Tadahiro, 296 natural world, and aesthetic experience, 141,
Murray, Margaret, 300 143, 156-7
music: achievement in, relationship to nature/nurture issues, 161—70, 200, 228
achievement in other subjects, 196, 200, Navajo, 301
275-90; as co-operation, 265; cultural Newman, Randy, 85
context, 79, 82, 26173; definitions, 153, 244, Nilsson, K., 69
271; effects, 110-12, 115-16, 246-50, 269; Nisbet, J., 175
effects of presentation mode, 55-75; North, Adrian C., 293-7
emotional content and response, 57-8, 61, Northern Ireland, study of music teachers in,
68, 70-1, 110-12, 115-16, 155-8, 268-9 5-24
(see also strong experiences of music); in Norway, 295
everyday life, 81-3, 104, 117, 268; notation: and learning composing, 129-30, 136,
fundamental forms of in modern culture, 55, 147; sol-fa and, 189-90, 192-3
103; and literacy, 200, 275, 283, 288;
meaning, 80, 81-2, 84-6, 155-6; memories Oliveira, Alda de Jesus, 294
related to, 241-50; and moral education, 200; Olsson, Bengt, 294-5
and philosophy, 267-8; political messages, open/closed learning opportunities, 177-82
267, 268, 269; popularity/unpopularity as operettas, schools producing, 193
school subject, 104-5, 113, 115, 196, 283, Orff, Carl, 299-301
284; and religious experience, 151-8, 269; organ, 238
status in schools, 19, 23, 191; strong ORIENT process, 175-6, 178
experiences of, 69, 70, 241-2, 247, 249
Music Code (nineteenth-century), 187-93 PA use, 256
music education, international comparisons, Paola, Riana, 195-7
293-7 parenting: adoptive, 162-5, 166-7, 170; and
music teachers, see teachers musical development, 161-70, 236
music videos, 56, 67-8, 71, 72, 85-6 payment by results, 187, 192, 193
music-related memories, 241-50 Paynter, John, 119, 126, 176, 183, 184, 197
musical experiences, strong, see strong peak experiences, 241-2; see also strong
experiences of music experiences of music
peer assessment, 257 problem solving, 175
peer pressure, 286—7, 288-9 professional musicians: and historical
Peirce, Charles Sanders, 265 performance techniques, 92; practising
Pennington, J. A., 69 strategies, 29-34, 37-8; see also composers
performing/performance, 251-8; assessment/ ProTools, 143-4
self-assessment of, 215-25, 252-3, 256-7; Puccini, Giacomo, 271
extra-musical aspects, 57-8, 63-4, 73, 218,
252-8; facility in, and learning composing, race issues, 79-80, 85, 88, 298
124, 131-2, 136; level achieved, age of Radocy, Rudolf, 294
starting lessons and, 227-38; live compared Rainbow, B., 129
to aural and audio-visual presentation, 55-75; rap, 298
peer assessment, 257; personality and, 202; Ravel, Maurice, 92
preparation for, 33-4, 37, 201, 251-8; of reading, see literacy
school composition, 141, 146; stress and, 15, reading music, eye movements in, 202
16, 34, 37; written reports on by performer, recording(s): effects on listeners compared to live
218-25; see also practising and professional performance, 55-75; reliance on others’ in
musicians developing performing skills, 218; for use in
personality, 182, 202-3 composition project, 141, 143, 144; in
philosophy, purpose of, 267 working on performance, 216-25, 256; see
piano teaching materials, 89-91, 303-5 also video presentation of music and video
Pilsbury, C., 134 recording
Plummeridge, C., 275 reflective learning, see self-review
Poland, 295 rehearsal, 142
political messages, 267, 268, 269 Reimer, Bennett, 152-3, 155-6, 157, 275
Popper, Karl, 262 Reinecke, H.-P., 61, 72
popular music, 204-5, 297-9, 300; analysis of, Reinhardt, Django, 204
83-6; and choice to continue with music as relationships: and choice of school subjects,
school subject, 283; Portuguese National 286-7, 288-9; and composing, 183; family,
Curriculum and, 105-6; and teaching 161-70, 247, 299; and listening to music,
composing, 129; see also jazz styles 110, 112, 248-9; see also under teachers
Portugal: music and education system, 105-6, religion and religious awareness, 151-8, 269
113, 295; study of children’s listening habits re-mixing, 145
in, 106-17 resources, 127-8, 136
Power, Ann, 300 Richards, Chris, 298
practising, 27-38, 201, 203, 236-7, 248, 304; Richmond, John, 155-6, 157
and expertise, 27, 227-8, 235, 236-7; family Rimsky-Korsakov, Nadya, 87
support, 164, 167-70, 236; marking parts, Rimsky-Korsakov, Nikolai, 87
31-2; personality and, 202; practice rock videos, see music videos
notebooks, 203 Rolling Stones, the, 269
pragmatism, 261-73 Ross, Malcolm, 22-3, 134
Pratt, G., 283, 284, 288, 289 Rossman, J., 175, 178
preschool teachers, 241-50 Russ, M., 256-7
Primos, Kathy, 293-4 Russia, 294, 296
Prince, 84
Prize Days, 19 Salaman, William, 127
Sami, 269, 272 Snyder, Sue, 300
Saponi, 301 social class, 80-1, 275, 276, 290
Saukko, Paula, 297-9 social relationships, see relationships
Scandinavia, 294-5 sociology, 79-83
Scannell, Paddy, 80 sol-fa, 187-8, 189, 192-3
SCARLATTI (Strathclyde Consortium for Action Solal, Martial, 89-91
Research in Learning Approaches and sound collage, 178-9
Teaching Techniques in Inventing) Project, sound engineering, 256
173-84 sound quality, 55, 56-7, 62, 72-3
Schafer, Murray, 119 South Africa, 266, 268, 269, 270, 294, 296
Schagen, lan, 195-7 South America, 294
Schmidt, H.-C., 65, 70, 72, 73 South Korea (Republic of Korea), 296
Schoenberg, Arnold, 80, 154-5 special needs, 64, 201
school assemblies, 19 Spencer, Piers, 135
school concerts, 19, 193, 246 spiritual issues, 151-8, 269
School Music Review, 188-92 spirituals, 269
school type: music teachers’ backgrounds, 6, 23, sport, 108, 109
80; and preference for mode of listening, 67, Springsklee, H., 67, 70, 72
72 Springsteen, Bruce, 85
schools: music in, history of, 187-92; priorities Stainer, John, 188
in, 113; resources, 127-8, 136; status of Standard Grade music, 183
music in, 19; study of effectiveness in arts Stanworth, M., 276
education, 195-7 Steinberg, Maximilian, 87
Schubert, Franz, Winterreise, 267 Stephens, J., 283, 284, 288, 289
Scotland, 173-84 Stott, Alison, 195-7
Scott, Derek B., 79-81 Strathclyde, see SCARLATTI
Self, George, 119-20 Stratton, V. N., 68
self-esteem, 224, 248 Stravinsky, Igor, 86-9
self-review/critical thinking/metacognition, stress: performance-related, 15, 16, 34, 37;
27-8, 37-8, 175, 200, 216, 217-25 teaching and, 15-16, 20-1, 22, 24
Selwyn, N., 147-8 strong experiences of music, 69, 70, 241-2,
semiotics, 86; see also meaning 247, 249; see also music-related memories
Shamrock, Mary, 301 style, 80; age and concepts of, 104; and learning
Sharp, Cecil, 80 composing, 129; see also genre
Sheldon, D. A., 64, 70, 72 subject cultures, 147, 148
Shepherd, G., 275 Swanwick, Keith, 125, 126, 140, 146, 147, 198,
Shepherd, John, 79, 133, 264-5 261-72, 275
Shusterman, R., 267, 268 Sweden, 241-50, 294-5
sibling relationships, 164-70, 299
sight-reading, 202, 203 Tafuir, Johannella, 295
sight-singing, 187-93 Tagg, Philip, 86
Sigurdson, G. A., 60 Takizawa, Tatsuko, 300
Sims, W. L., 60, 64, 70 Taruskin, Richard, 86
singing: gender and attitudes to, 47; history of in taste, 80, 115
schools, 187-93; see also voice training Taylor, Dorothy, 300
Taylor, Timothy, 84—5
teacher education, teachers’ perceptions of
relevance, 17—19, 24
teachers: backgrounds, 6-10
career plans and choice of career
16, 22, 23; communication betwee
composers as 130, 133, 302
extra-curricular work, 14
23-4; gender balance, 21-2; non-specialist
teaching music, 201; pay, 19-20 (see also
payment by results); perceptions of studen
41, 284; and practising, 236—7; preschool
241-50; relationships with colleagues
relationships with students, 217
self-review, 200; stress, 15
and teaching materials, 183; and technology
133, 137n; training, 17-19, 24, 128, 176
views on relevance of their training, 17—19
24; views on teaching composing, 120, 123
131, 132-3; views on themselves and their
work situation, 5, 8—24
teaching: of composing, 119
176-84; and expertise, 236
teaching materials: for classroom teacl
183, 197-201, 305-8; tor piano, 89—91
technical practice, 30, 31;
technology: and performance
composing, 127-8, 132-3
composition project, 141-6
also ICT and recording(s
television: children watching, 108, 109
presentatioonf music, 56, 65, 71; see also
audio-visual presentation
testing, as predictive, 200
textbooks, gender issues, 43, 5: )
thinking, 175, 263; see also critical thinking
Thomas, Judith, 300
Tillich, Paul, 156
Tillman, J., 125, 126
time management in practising, 32
tolerance, 104
tonic sol-fa, 1
torch songs
Torode, Brian, 8:
Whiteley, Sheila, 85 Wright, Andrew, 200
Wilkins, Bernadette, 296
Winkler, Peter, 85 Yates, Steph, 200-1
Winterreise (Miller/Schubert), 267 Yeh, Cheung-shing, 296
Wishart, T., 79, 133 Younger, M., 276, 283, 284
Wittgenstein, Ludwig, 265
world musics, 261-73, 301 Zalanowski, A. H., 68
World Wide Web, SCARLATTI Project and, 173, Zumpella, T. J., 62-3, 70, 71
174