343:, and other methodologies, to help students master basic musical skills and knowledge that are prerequisites to more independent kinds of thinking." Gordon responded to these claims, arguing that Woodford misunderstood elements of Gordon's methodology, erroneously associating Gordon with "clapping of rhythms", as well as misunderstanding the difference between chronological and musical age, the difference explaining why tonal and rhythm patterns should be taught independently in order to create a foundation for "complex cognition and independent musical thinking that relates to larger musical forms". Gordon also agrees with Woodford's comment that Gordon's approach should be taught alongside other methodologies, also asserting that he agrees with Woodford's suggestion that "students should be introduced to the full range of real-life kinds of musical thinking including less conventional, and even atypical, musical practices."
49:"Audiation" is a term Gordon coined in 1975 to refer to comprehension and internal realization of music, or the sensation of an individual hearing or feeling sound when it is not physically present. Musicians previously used terms such as "aural perception" or "aural imagery" to describe this concept, though "aural imagery" would imply a notational component while audiation does not necessarily do so. Gordon suggests that "audiation is to music what thought is to language". His research is based on similarities between how individuals learn a language and how they learn to make and understand music. Gordon specifies that audiation potential is an element of music aptitude, arguing that to demonstrate music aptitude one must use audiation.
351:. Woodford credits Gordon for his highly developed system about the nature of music teaching and learning, but cautions that Gordon's system is too prescriptive and proscriptive to students and teachers, and that music educators should also be aware of the diversity of practices and strive to not exert pressure on students to conform to conventional musical thought and behavior. Gordon's 1997 response responds to this indirectly, arguing that his methodology leaves room for other methodologies to be taught alongside it.
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Similar criticisms include accusations that Gordon's skills-based programs of applying Music
Learning Theory are "probably too narrow and limited in scope to provide students access to the diversity of musical belief systems, practices, and groups that exist", a concern of writer Paul G. Woodford and
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Criticisms of music learning theory include Paul
Woodford's concerns that the theory itself is a misnomer, and rather than a learning theory it is a "taxonomy of musical preconditions for critical thinking", and that "rather than overwhelming younger students in the beginning stages of instruction by
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After students are more able to audiate and perform basic rhythm and tonal patterns and become comfortable with imitating songs and chants in introduced tonalities and meters, Gordon explains the next step is verbal association, where contextual meaning is given to what the students are audiating and
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As aural/oral learning is the most basic element of discrimination learning, generalization is the basic element of inference learning. Generalization consists of aural/oral learning, verbal learning, symbolic reading, and writing. At the generalization level of learning, students may listen to sets
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The creativity/improvisation level of the above learning sequences has aural/oral and symbolic levels. At the aural/oral level, teachers present familiar or unfamiliar patterns and have students respond with patterns of their own, first on neutral syllables and later with the verbal association. At
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Gordon describes that the most basic type of discrimination being aural/oral, where students hear tonal and rhythm patterns and imitate by singing, moving, and chanting patterns back to the instructor. Students listen in the aural portion of discrimination learning, while performing represents the
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in the general population similar to intellectual aptitude. His research also suggests that music aptitude that a child is born with can only be maintained with repeated positive exposure to musical experiences soon after (or even before) birth, up until approximately age 9 where a child reaches
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Gordon says that audiation occurs when an individual is "listening to, recalling, performing, interpreting, creating, improvising, reading, or writing music". While listening to music, audiation is analogous to the simultaneous translation of languages, giving meaning to sound and music based on
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The final level of inference learning is theoretical understanding, in which students gain further understanding of music theory concepts in aural/oral, verbal, and symbolic contexts. Students may learn concepts such as pitch letter-names, intervals, key-signature names, or concepts such as
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Symbolic association is the point at which students are introduced to notation, learning to associate written symbols and notation describing familiar tonal and rhythm patterns that had been introduced in the aural/oral and verbal association level of the skill learning sequence.
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for children ages 3 to 4. Gordon describes that these tests of musical aptitude are meant to allow teachers to adapt their instruction to individual students' needs and to target students with high musical aptitude who may not otherwise be receiving advanced musical instruction.
309:, H.D. Wing, Arnold Bentley, and Edwin Gordon in an effort to identify students who were most likely to benefit from private instruction. Gordon created a number of tests to determine music aptitude for various age groups; he developed his first music aptitude test, the
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Discrimination learning is defined as the ability to determine whether two elements are same or not the same. Gordon describes five sequential levels of discrimination: aural/oral, verbal association, partial synthesis, symbolic association, and composite synthesis.
41:. The theory is an explanation of music learning, based on audiation (see below) and students' individual musical differences. The theory takes into account the concepts of discrimination and inference learning in terms of tonal, rhythmic, and harmonic patterns.
414:
Gerhardstein, R. C. (2002). The historical roots and development of audiation: A process for musical understanding. In Hanley, B. & Goolsby, T.W. (Eds.) Musical understanding: Perspectives in theory and practice. : Canadian Music
Educators
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music education faculty
Richard F. Grunow and Christopher D Azzara alongside Gordon. The series of Winds and Percussion was first published in 1989–90, three years after the recorder edition. The collection also includes a strings methods edition.
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patterns. Similar to discrimination learning, Gordon delineates separate categories of inference learning that students logically follow in the course of music learning: generalization, creativity/improvisation, and theoretical understanding.
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At the composite synthesis level, students give context to familiar tonal or rhythm patterns by reading and writing them and identifying their tonality or meter as introduced in the symbolic association stage.
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Gordon's music learning theory is based on his research on music aptitude in line with cognitive theories regarding the organization of incoming stimuli. Gordon's research suggests that music aptitude is
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Christopher D. Azzara, Edwin E, and Gordon, Richard F. Grunow. Jump Right In: the instrumental series teacher's guide book one and two, revised edition. (Chicago, IL: GIA Publications, Inc., 2001) 3.
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the symbolic level, students learn to recognize and sing patterns within written chord symbols, as well as learn to write their own responses to tonal patterns and rhythm patterns.
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of familiar and unfamiliar tonal or rhythmic patterns and determine whether the patterns are the same or different, ultimately reading familiar and unfamiliar patterns, as well.
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To describe how students learn music, Gordon outlines two main categories of learning based on his research on audiation: discrimination learning and inference learning.
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Paul G. Woodford, Evaluating Edwin Gordon's Music
Learning Theory from a Critical Thinking Perspective. (Philosophy of Music Education Review 4, no. 2: Fall 1996): 83–95
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At both aural/oral and the verbal association level, students identify familiar tonal and rhythm patterns performed on neutral syllables by their verbal association.
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Gordon emphasizes that music itself is not a language as it has no words or grammar, but rather has syntax, an "orderly arrangement of sounds, and context".
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Wason, Robert W.; Marvin, Elizabeth West; Riemann, Hugo (1992). "Riemann's "Ideen zu Einer 'Lehre von den
Tonvorstellungen' ": An Annotated Translation".
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Richard F. Grunow, Music
Learning Theory: A Catalyst for Change in Beginning Instrumental Music Instruction (Chicago: GIA Publications, Inc, 2005): 195.
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Robert A. Cutietta, Edwin Gordon's Impact on the Field of Music
Aptitude (Fall 1991: Philosophy in Music Education, Volume II, Number 1 & 2): 73
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Robert A. Cutietta, Edwin Gordon's Impact on the Field of Music
Aptitude (Fall 1991: Philosophy in Music Education, Volume II, Number 1 & 2): 74
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Robert A. Cutietta, Edwin Gordon's Impact on the Field of Music
Aptitude (Fall 1991: Philosophy in Music Education, Volume II, Number 1 & 2): 74
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Robert A. Cutietta, Edwin Gordon's Impact on the Field of Music Aptitude (Fall 1991: Philosophy in Music Education, Volume II, Number 1 & 2): 73
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An everyday even like a hand-clapping game or street rhyme that is a medium through which black musical style is orally communicated or learned.
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Richard Colwell, et al. "Music education." Grove Music Online. Oxford Music Online. Oxford University Press, accessed September 29, 2015,
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R.C. Gerhardstein: A Biographical and Historical Account of an American Music Educator and Researcher (diss., Temple U., 2001), 200–259
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At the inference learning level, students take an active role in their own education and learn to identify, create, and improvise
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Stage 2, imitating and audiating tonal patterns and rhythm patterns and recognizing and identifying a tonal center and macrobeats
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Jere T. Humphreys, Music Learning Theory. Grove Music Online. Oxford Music Online. (Oxford Music Online. Web. January 14, 2021,
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Edwin Gordon, Audie: A game for understanding and analyzing your child's music potential. (Chicago: G.I.A. Publications, 1989)
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is an instrumental methods book with accompanying teacher editions that applies Gordon's music learning theory, co-written by
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 145–150.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 141–145.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 137–140.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 130–133.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 122–130.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 106–107.
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a non-written form of communication or performance (may include oral or spoken expression as well as language of the body).
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007): 101.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 4–5.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 20.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 15.
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Edwin Gordon, Rhythm: Contrasting the Implications of Audiation and Notation (Chicago: GIA Publications, 2000): 111.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 5.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 3.
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007) 3.
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Grunow, R. F. (2005). "Music Learning Theory: A catalyst for change in beginning instrumental music instruction".
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Edwin Gordon, Learning Sequences in Music: A Contemporary Learning Theory (Chicago: GIA Publications, Inc, 2007)
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Christopher Azzara, Audiation, Improvisation, and Music Learning Theory. (1991, The Quarterly, 2(1–2), 106–109.
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focusing only on the complexities of music, teachers should use approaches such as Gordon's along with
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James M. Jordan, "The Pedagogy of Choral Intonation: Efficient Pedagogy to Approach an Old Problem,"
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Stage 5, recalling tonal patterns and rhythm patterns organized and audiated in other pieces of music
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oral portion. At this stage, students use neutral syllables to perform tonal and rhythm patterns.
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In addition to outlining types of audiation, Gordon differentiates between stages of audiation.
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Edwin Gordon, All About Audiation and Music Aptitudes (September 1999, Music Educators Journal)
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Gordon differentiates varieties of audiation and categorizes them into 8 types and 6 stages.
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based on Edwin Gordon's research on musical aptitude and achievement in the greater field of
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Stage 4, retaining in audiation tonal patterns and rhythm patterns that have been organized
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or the names of concepts students may be audiating through tonal patterns such as
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Type 6, creating and improvising unfamiliar music while performing or in silence
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The 1920s and 1930s heralded the creation of aptitude and achievement tests by
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http://oxfordindex.oup.com/view/10.1093/gmo/9781561592630.article.A2267268
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Stage 6, anticipating and predicting tonal patterns and rhythm processes
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and learn to recognize and perform patterns that apply such concepts.
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The Development and practical application of music learning theory
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The Development and practical application of music learning theory
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Stage 3, establishing objective or subjective tonality and meter
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Type 8, creating and improvising unfamiliar music while writing
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Type 7, creating and improvising unfamiliar music while reading
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in facilitating the learning ideals of black musical style.
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Type 4, recalling and performing familiar music from memory
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Type 3, writing familiar or unfamiliar music from dictation
1052:
85:
Type 5, recalling and writing familiar music from memory
931:
766:
764:
762:
760:
158:
imitating through tonal or rhythm syllables (such as
5945:
5772:
5699:
5610:
5587:
5506:
5380:
5254:
5227:
5179:
5141:
4883:
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3191:
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1735:
1645:
1527:
1468:
1390:
1368:
Evolution of timpani in the 18th and 19th centuries
1333:
1263:
1140:
1090:
5902:Développement des publics de la musique au Québec
73:Type 1, listening to familiar or unfamiliar music
750:
748:
262:A mnemonic device that engenders a black way of
288:Gordon music learning theory and music aptitude
317:, published in 1979 for children ages 5 to 8,
5875:
3130:
1068:
957:
8:
5798:South Georgia and the South Sandwich Islands
76:Type 2, reading familiar or unfamiliar music
5882:
5868:
5860:
5689:
5496:
5244:
4871:
4491:
4099:
4088:
4019:
4014:
3985:
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3944:
3939:
3926:
3921:
3887:
3882:
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3153:
3137:
3123:
3115:
1888:
1137:
1075:
1061:
1053:
964:
950:
942:
932:Gordon Institute for Music Learning Theory
1712:Music technology (electronic and digital)
319:Intermediate Measures of Music Audiation
770:Edwin Gordon, "Edwin Gordon Responds,"
360:
1250:Vietnam imperial court music—Nhã nhạc
776:https://www.jstor.org/stable/40495414
430:https://www.jstor.org/stable/23547288
58:individual knowledge and experience.
7:
838:. Chicago, Il: G.I.A. Publications.
772:Philosophy of Music Education Review
428:Vol. 27, No. 9 (1987): 9–13, 15–16.
5844:
315:Primary Measures of Music Audiation
5922:Music education for young children
2926:Classical and art music traditions
1358:History of lute-family instruments
1175:Cambodian ceremonial music—Pinpeat
25:
836:Readings in music learning theory
5843:
5834:
5833:
5821:
5362:Saint Vincent and the Grenadines
4856:
4847:
4846:
4404:Sahrawi Arab Democratic Republic
4174:Democratic Republic of the Congo
4068:
3098:
3097:
3084:
3070:
2642:Saint Vincent and the Grenadines
2117:Democratic Republic of the Congo
1717:Sound recording and reproduction
1170:Burmese classical music—Mahāgīta
896:(1). Duke University Press: 69.
2946:Jazz and popular music glossary
774:, Vol. 5, No. 1 (1997): 57–58.
5519:Federated States of Micronesia
4814:British Indian Ocean Territory
2187:Federated States of Micronesia
321:for children ages 6 to 9, and
1:
1230:Philippine art songs—Kundiman
1150:Afghan classical music—Klasik
865:. Chicago: GIA Publications.
811:. Chicago: GIA Publications.
298:"stabilized" music aptitude.
5487:United States Virgin Islands
3091:Record production portal
2936:Cultural and regional genres
1195:Indonesian art music—Gamelan
107:Stage 1, momentary retention
31:Gordon music-learning theory
5249:Education in North America
1707:Music technology (electric)
1245:Thai classical music—Piphat
1200:Japanese court music—Gagaku
6095:
5694:Education in South America
1353:History of the harpsichord
1240:Kandyan dance of Sri Lanka
5897:
5815:
5462:Saint Pierre and Miquelon
4842:
4098:
4087:
4063:
4017:
3983:
3942:
3924:
3885:
3867:
3833:
3809:Early childhood education
3802:
3789:
3152:
3064:
1898:
1180:Chinese traditional music
979:
347:music education theorist
244:Oral-Kinesic Etudé (noun)
231:Theoretical understanding
27:Model for music education
5998:Barbara Reeder Lundquist
5932:Psychoanalysis and music
5665:Northern Mariana Islands
5482:Turks and Caicos Islands
4563:East Timor (Timor-Leste)
4159:Central African Republic
2062:Central African Republic
1605:Computational musicology
1155:Andalusi classical music
834:Walters, Darrel (1989).
311:Musical Aptitude Profile
222:Creativity/improvisation
5630:Cocos (Keeling) Islands
4824:Cocos (Keeling) Islands
2951:Music genres and styles
1255:Western classical music
1225:Persian classical music
937:Edwin E. Gordon Archive
890:Journal of Music Theory
807:Runfola, Maria (2005).
330:Criticism of the theory
281:Eastman School of Music
135:Discrimination learning
5927:Online music education
5412:British Virgin Islands
4926:Bosnia and Herzegovina
2931:Classical music genres
2007:Bosnia and Herzegovina
1548:Doctor of Musical Arts
1373:History of the trumpet
1185:Indian classical music
53:Audiation and language
5613:and other territories
5352:Saint Kitts and Nevis
4319:São Tomé and Príncipe
4179:Republic of the Congo
2757:São Tomé and Príncipe
2632:Saint Kitts and Nevis
2612:Republic of the Congo
1378:History of the violin
39:music learning theory
5501:Education in Oceania
4877:Education in Europe
4738:United Arab Emirates
4105:Education in Africa
3328:Instructional design
2827:United Arab Emirates
1600:Cognitive musicology
295:normally distributed
182:Symbolic association
5367:Trinidad and Tobago
5262:Antigua and Barbuda
5142:States with limited
4765:limited recognition
4394:States with limited
4093:Education by region
3819:Secondary education
3731:Teaching philosophy
3634:Pedagogical pattern
3577:21st century skills
3556:Religious education
3199:Aims and objectives
2977:Aesthetics of music
2792:Trinidad and Tobago
1927:Antigua and Barbuda
1411:Band (rock and pop)
1335:Musical instruments
1210:Lao classical music
191:Composite synthesis
99:Stages of audiation
6028:Alphons Silbermann
5828:Schools portal
5302:Dominican Republic
4497:Education in Asia
3824:Tertiary education
3762:Learning resources
3253:Education sciences
3039:Musical instrument
3007:Music and politics
2137:Dominican Republic
1885:By sovereign state
1205:Korean court music
1165:Azerbaijani Mugham
426:The Choral Journal
200:Inference learning
153:Verbal association
127:Learning sequences
65:Types of audiation
6061:
6060:
6043:Christopher Small
5988:Maurice Halbwachs
5857:
5856:
5811:
5810:
5807:
5806:
5779:other territories
5688:
5687:
5680:Wallis and Futuna
5588:Associated states
5495:
5494:
5384:other territories
5243:
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4807:other territories
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4421:other territories
4194:Equatorial Guinea
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3814:Primary education
3785:
3784:
3674:Dialogic learning
3644:Teacher retention
3597:Critical thinking
3592:Class arrangement
3561:Special education
3236:Standardized test
3219:Course evaluation
3112:
3111:
2997:Music and fashion
2992:Music and emotion
2894:
2893:
2162:Equatorial Guinea
1658:A-side and B-side
1563:Music archaeology
1538:Bachelor of Music
1386:
1385:
1320:Psychedelic music
1315:Progressive music
1235:Scottish Ceòl Mór
1050:
1049:
872:978-1-57999-533-1
845:978-0-941050-17-3
818:978-1-57999-533-1
792:978-1-57999-688-8
657:978-1-57999-688-8
641:978-1-57999-688-8
625:978-1-57999-688-8
609:978-1-57999-688-8
593:978-1-57999-688-8
577:978-1-57999-688-8
561:978-1-57999-688-8
545:978-1-57999-688-8
529:978-1-57999-688-8
513:978-1-57999-688-8
497:978-1-57999-688-8
481:978-1-57999-688-8
373:978-1-57999-688-8
174:Partial synthesis
16:(Redirected from
6086:
6048:Norman Stanfield
5963:Howard S. Becker
5884:
5877:
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5861:
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5787:Falkland Islands
5701:Sovereign states
5690:
5670:Pitcairn Islands
5640:French Polynesia
5625:Christmas Island
5554:Papua New Guinea
5534:Marshall Islands
5507:Sovereign states
5497:
5452:Saint Barthélemy
5382:Dependencies and
5255:Sovereign states
5245:
5180:Dependencies and
4884:Sovereign states
4872:
4860:
4850:
4849:
4819:Christmas Island
4505:Sovereign states
4492:
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4481:(United Kingdom)
4477:Tristan da Cunha
4473:Ascension Island
4465:
4452:
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4419:Dependencies and
4112:Sovereign states
4100:
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3990:Higher education
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3931:Secondary school
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3719:Student-centered
3704:Phenomenon-based
3694:Peer instruction
3659:Blended learning
3582:Bloom's taxonomy
3546:Gifted education
3541:Education reform
3373:Computer science
3154:
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3116:
3101:
3100:
3089:
3088:
3087:
3077:Music portal
3075:
3074:
3073:
3029:Music technology
3017:Environmentalism
2970:Related articles
2577:Papua New Guinea
2442:Marshall Islands
1889:
1835:Central American
1573:Music psychology
1458:Backing vocalist
1295:Electronic music
1138:
1092:History of music
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307:E. Thayer Gaston
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6074:Music education
6064:
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5993:David G. Hebert
5941:
5937:Sociomusicology
5917:Music education
5912:Music community
5907:Ethnomusicology
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5891:Sociomusicology
5888:
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5161:Northern Cyprus
5143:
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5058:North Macedonia
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4778:Northern Cyprus
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3654:Active learning
3649:Teaching method
3624:Learning theory
3565:
3531:Autodidacticism
3526:Adult education
3512:
3453:Performing arts
3334:
3241:Teacher quality
3231:Standards-based
3187:
3159:
3148:
3143:
3113:
3108:
3085:
3083:
3071:
3069:
3060:
2987:Fictional music
2965:
2890:
2697:Solomon Islands
2542:North Macedonia
1894:
1880:
1742:
1740:regional genres
1739:
1731:
1697:Record producer
1641:
1630:Sociomusicology
1615:Ethnomusicology
1543:Master of Music
1523:
1482:
1464:
1421:All-female band
1404:
1382:
1329:
1266:
1259:
1215:Mandé art music
1190:Byzantine music
1136:
1086:
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1046:
1042:Music education
1023:Trumpet/Cornet
1017:Cailliet Method
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801:Further reading
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5958:Jacques Attali
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5953:Theodor Adorno
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5946:Notable people
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5620:American Samoa
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5590:of New Zealand
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5417:Cayman Islands
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5182:other entities
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3774:
3769:
3764:
3759:
3754:
3749:
3743:
3741:
3737:
3736:
3734:
3733:
3728:
3727:
3726:
3721:
3716:
3711:
3706:
3701:
3696:
3691:
3686:
3681:
3676:
3671:
3666:
3661:
3656:
3646:
3641:
3636:
3631:
3626:
3621:
3620:
3619:
3614:
3609:
3599:
3594:
3589:
3587:Cognitive load
3584:
3579:
3573:
3571:
3567:
3566:
3564:
3563:
3558:
3553:
3548:
3543:
3538:
3533:
3528:
3522:
3520:
3514:
3513:
3511:
3510:
3505:
3500:
3495:
3490:
3485:
3480:
3475:
3470:
3465:
3460:
3455:
3450:
3445:
3440:
3435:
3430:
3425:
3420:
3415:
3410:
3405:
3400:
3395:
3390:
3385:
3380:
3375:
3370:
3365:
3360:
3355:
3350:
3344:
3342:
3336:
3335:
3333:
3332:
3331:
3330:
3320:
3315:
3310:
3305:
3300:
3295:
3290:
3285:
3280:
3275:
3270:
3265:
3260:
3258:Evidence-based
3255:
3250:
3245:
3244:
3243:
3238:
3233:
3228:
3223:
3222:
3221:
3206:
3201:
3195:
3193:
3192:By perspective
3189:
3188:
3186:
3185:
3180:
3175:
3169:
3167:
3161:
3160:
3157:
3150:
3149:
3144:
3142:
3141:
3134:
3127:
3119:
3110:
3109:
3107:
3106:
3094:
3080:
3065:
3062:
3061:
3059:
3058:
3056:Women in music
3053:
3052:
3051:
3046:
3044:Classification
3036:
3031:
3026:
3024:Music festival
3021:
3020:
3019:
3014:
3004:
3002:Music industry
2999:
2994:
2989:
2984:
2979:
2973:
2971:
2967:
2966:
2964:
2963:
2958:
2953:
2948:
2943:
2938:
2933:
2928:
2923:
2918:
2913:
2908:
2902:
2900:
2896:
2895:
2892:
2891:
2889:
2884:
2879:
2874:
2872:Western Sahara
2869:
2864:
2859:
2854:
2849:
2844:
2839:
2834:
2832:United Kingdom
2829:
2824:
2819:
2814:
2809:
2804:
2799:
2794:
2789:
2784:
2779:
2774:
2769:
2764:
2759:
2754:
2749:
2744:
2739:
2734:
2729:
2724:
2719:
2714:
2709:
2704:
2699:
2694:
2689:
2684:
2679:
2674:
2669:
2664:
2659:
2654:
2649:
2644:
2639:
2634:
2629:
2624:
2619:
2614:
2609:
2604:
2599:
2594:
2589:
2584:
2579:
2574:
2569:
2564:
2559:
2554:
2549:
2544:
2539:
2534:
2529:
2524:
2519:
2514:
2509:
2504:
2499:
2494:
2489:
2484:
2479:
2474:
2469:
2464:
2459:
2454:
2449:
2444:
2439:
2434:
2429:
2424:
2419:
2414:
2409:
2404:
2399:
2394:
2389:
2384:
2379:
2374:
2369:
2364:
2359:
2354:
2349:
2344:
2339:
2334:
2329:
2324:
2319:
2314:
2309:
2304:
2299:
2294:
2289:
2284:
2279:
2274:
2269:
2264:
2259:
2254:
2249:
2244:
2239:
2234:
2229:
2224:
2219:
2214:
2209:
2204:
2199:
2194:
2189:
2184:
2179:
2174:
2169:
2164:
2159:
2154:
2149:
2144:
2139:
2134:
2129:
2124:
2119:
2114:
2112:Czech Republic
2109:
2104:
2099:
2094:
2089:
2084:
2079:
2074:
2069:
2064:
2059:
2054:
2049:
2044:
2039:
2034:
2029:
2024:
2019:
2014:
2009:
2004:
1999:
1994:
1989:
1984:
1979:
1974:
1969:
1964:
1959:
1954:
1949:
1944:
1939:
1934:
1929:
1924:
1919:
1914:
1909:
1904:
1899:
1896:
1895:
1892:
1886:
1882:
1881:
1879:
1878:
1877:
1876:
1871:
1866:
1856:
1855:
1854:
1847:North American
1844:
1843:
1842:
1840:South American
1837:
1830:Latin American
1827:
1826:
1825:
1820:
1810:
1809:
1808:
1803:
1798:
1796:Middle Eastern
1793:
1788:
1778:
1777:
1776:
1771:
1766:
1761:
1756:
1745:
1743:
1736:
1733:
1732:
1730:
1729:
1724:
1719:
1714:
1709:
1704:
1699:
1694:
1689:
1687:Audio engineer
1684:
1683:
1682:
1677:
1672:
1662:
1661:
1660:
1649:
1647:
1643:
1642:
1640:
1639:
1638:
1637:
1632:
1627:
1622:
1620:New musicology
1617:
1612:
1607:
1602:
1597:
1587:
1586:
1585:
1575:
1570:
1565:
1560:
1555:
1550:
1545:
1540:
1534:
1532:
1525:
1524:
1522:
1521:
1516:
1511:
1506:
1501:
1496:
1491:
1485:
1483:
1481:
1480:
1475:
1469:
1466:
1465:
1463:
1462:
1461:
1460:
1455:
1445:
1440:
1435:
1430:
1429:
1428:
1426:Rhythm section
1423:
1418:
1407:
1405:
1403:
1402:
1397:
1391:
1388:
1387:
1384:
1383:
1381:
1380:
1375:
1370:
1365:
1360:
1355:
1350:
1345:
1339:
1337:
1331:
1330:
1328:
1327:
1322:
1317:
1312:
1307:
1302:
1297:
1292:
1287:
1282:
1277:
1271:
1269:
1261:
1260:
1258:
1257:
1252:
1247:
1242:
1237:
1232:
1227:
1222:
1217:
1212:
1207:
1202:
1197:
1192:
1187:
1182:
1177:
1172:
1167:
1162:
1157:
1152:
1146:
1144:
1135:
1134:
1129:
1128:
1127:
1117:
1112:
1107:
1102:
1096:
1094:
1088:
1087:
1082:
1080:
1079:
1072:
1065:
1057:
1048:
1047:
1045:
1044:
1039:
1036:
1035:
1034:
1032:Clarke Studies
1029:
1021:
1020:
1019:
1011:
1010:
1009:
1004:
999:
994:
992:Berklee method
986:
980:
977:
976:
971:
969:
968:
961:
954:
946:
940:
939:
934:
927:
926:External links
924:
923:
922:
902:10.2307/843910
885:
871:
858:
844:
831:
817:
802:
799:
796:
795:
779:
756:
744:
735:
726:
717:
708:
696:
687:
678:
669:
660:
644:
628:
612:
596:
580:
564:
548:
532:
516:
500:
484:
468:
459:
442:
433:
417:
407:
394:
385:
376:
359:
358:
356:
353:
349:Bennett Reimer
331:
328:
289:
286:
273:
268:
267:
266:
260:
257:
245:
242:
232:
229:
223:
220:
214:
213:Generalization
211:
201:
198:
192:
189:
183:
180:
175:
172:
154:
151:
145:
142:
136:
133:
128:
125:
124:
123:
120:
117:
114:
111:
108:
100:
97:
96:
95:
92:
89:
86:
83:
80:
77:
74:
66:
63:
54:
51:
46:
43:
26:
24:
14:
13:
10:
9:
6:
4:
3:
2:
6091:
6080:
6077:
6075:
6072:
6071:
6069:
6054:
6051:
6049:
6046:
6044:
6041:
6039:
6038:John Shepherd
6036:
6034:
6031:
6029:
6026:
6024:
6021:
6019:
6018:Alfred Schutz
6016:
6014:
6011:
6009:
6006:
6004:
6001:
5999:
5996:
5994:
5991:
5989:
5986:
5984:
5981:
5979:
5978:Norbert Elias
5976:
5974:
5971:
5969:
5968:Georgina Born
5966:
5964:
5961:
5959:
5956:
5954:
5951:
5950:
5948:
5944:
5938:
5935:
5933:
5930:
5928:
5925:
5923:
5920:
5918:
5915:
5913:
5910:
5908:
5905:
5903:
5900:
5899:
5896:
5892:
5885:
5880:
5878:
5873:
5871:
5866:
5865:
5862:
5850:
5842:
5840:
5832:
5830:
5829:
5818:
5817:
5814:
5800:
5795:
5793:
5792:French Guiana
5790:
5788:
5785:
5784:
5782:
5776:
5771:
5765:
5762:
5760:
5757:
5755:
5752:
5750:
5747:
5745:
5742:
5740:
5737:
5735:
5732:
5730:
5727:
5725:
5722:
5720:
5717:
5715:
5712:
5710:
5707:
5706:
5704:
5702:
5698:
5691:
5681:
5678:
5676:
5673:
5671:
5668:
5666:
5663:
5661:
5658:
5656:
5655:New Caledonia
5653:
5651:
5648:
5646:
5643:
5641:
5638:
5636:
5635:Easter Island
5633:
5631:
5628:
5626:
5623:
5621:
5618:
5617:
5615:
5609:
5603:
5600:
5598:
5595:
5594:
5592:
5586:
5580:
5577:
5575:
5572:
5570:
5567:
5565:
5562:
5560:
5557:
5555:
5552:
5550:
5547:
5545:
5542:
5540:
5537:
5535:
5532:
5530:
5527:
5525:
5522:
5520:
5517:
5515:
5512:
5511:
5509:
5505:
5498:
5488:
5485:
5483:
5480:
5478:
5475:
5473:
5470:
5468:
5465:
5463:
5460:
5458:
5455:
5453:
5450:
5448:
5445:
5443:
5440:
5438:
5435:
5433:
5430:
5428:
5425:
5423:
5420:
5418:
5415:
5413:
5410:
5408:
5405:
5403:
5400:
5398:
5395:
5393:
5390:
5389:
5387:
5379:
5373:
5372:United States
5370:
5368:
5365:
5363:
5360:
5358:
5355:
5353:
5350:
5348:
5345:
5343:
5340:
5338:
5335:
5333:
5330:
5328:
5325:
5323:
5320:
5318:
5315:
5313:
5310:
5308:
5305:
5303:
5300:
5298:
5295:
5293:
5290:
5288:
5285:
5283:
5280:
5278:
5275:
5273:
5270:
5268:
5265:
5263:
5260:
5259:
5257:
5253:
5246:
5236:
5233:
5232:
5230:
5226:
5220:
5217:
5215:
5212:
5210:
5207:
5205:
5202:
5200:
5197:
5195:
5194:Faroe Islands
5192:
5190:
5187:
5186:
5184:
5178:
5172:
5169:
5167:
5166:South Ossetia
5164:
5162:
5159:
5157:
5154:
5152:
5149:
5148:
5146:
5140:
5134:
5131:
5129:
5126:
5124:
5121:
5119:
5116:
5114:
5111:
5109:
5106:
5104:
5101:
5099:
5096:
5094:
5091:
5089:
5086:
5084:
5081:
5079:
5076:
5074:
5071:
5069:
5066:
5064:
5061:
5059:
5056:
5054:
5051:
5049:
5046:
5044:
5041:
5039:
5036:
5034:
5031:
5029:
5026:
5024:
5021:
5019:
5018:Liechtenstein
5016:
5014:
5011:
5009:
5006:
5004:
5001:
4999:
4997:
4994:
4992:
4989:
4987:
4984:
4982:
4979:
4977:
4974:
4972:
4969:
4967:
4964:
4962:
4959:
4957:
4954:
4952:
4949:
4947:
4944:
4942:
4939:
4937:
4934:
4932:
4929:
4927:
4924:
4922:
4919:
4917:
4914:
4912:
4909:
4907:
4904:
4902:
4899:
4897:
4894:
4892:
4889:
4888:
4886:
4882:
4878:
4873:
4863:
4859:
4855:
4853:
4845:
4844:
4841:
4835:
4832:
4830:
4827:
4825:
4822:
4820:
4817:
4815:
4812:
4811:
4809:
4804:
4800:
4794:
4791:
4789:
4788:South Ossetia
4786:
4784:
4781:
4779:
4776:
4774:
4771:
4770:
4768:
4766:
4760:
4754:
4751:
4749:
4746:
4744:
4741:
4739:
4736:
4734:
4731:
4729:
4726:
4724:
4721:
4719:
4716:
4714:
4711:
4709:
4706:
4704:
4701:
4699:
4696:
4694:
4691:
4689:
4686:
4684:
4681:
4679:
4676:
4674:
4671:
4669:
4666:
4664:
4661:
4659:
4656:
4654:
4651:
4649:
4646:
4644:
4641:
4639:
4636:
4634:
4631:
4629:
4626:
4624:
4621:
4619:
4616:
4614:
4611:
4609:
4606:
4604:
4601:
4599:
4596:
4594:
4591:
4589:
4586:
4584:
4581:
4579:
4576:
4574:
4571:
4569:
4566:
4564:
4561:
4559:
4556:
4554:
4551:
4549:
4546:
4544:
4541:
4539:
4536:
4534:
4531:
4529:
4526:
4524:
4521:
4519:
4516:
4514:
4511:
4510:
4508:
4506:
4502:
4498:
4493:
4478:
4474:
4470:
4467:
4461:
4457:
4454:
4448:
4445:
4439:
4435:
4431:
4428:
4427:
4424:
4416:
4410:
4407:
4405:
4402:
4401:
4399:
4391:
4385:
4382:
4380:
4377:
4375:
4372:
4370:
4367:
4365:
4362:
4360:
4357:
4355:
4352:
4350:
4347:
4345:
4342:
4340:
4337:
4335:
4332:
4330:
4327:
4325:
4322:
4320:
4317:
4315:
4312:
4310:
4307:
4305:
4302:
4300:
4297:
4295:
4292:
4290:
4287:
4285:
4282:
4280:
4277:
4275:
4272:
4270:
4267:
4265:
4262:
4260:
4257:
4255:
4252:
4250:
4247:
4245:
4242:
4240:
4237:
4235:
4234:Guinea-Bissau
4232:
4230:
4227:
4225:
4222:
4220:
4217:
4215:
4212:
4210:
4207:
4205:
4202:
4200:
4197:
4195:
4192:
4190:
4187:
4185:
4182:
4180:
4177:
4175:
4172:
4170:
4167:
4165:
4162:
4160:
4157:
4155:
4152:
4150:
4147:
4145:
4142:
4140:
4137:
4135:
4132:
4130:
4127:
4125:
4122:
4120:
4117:
4116:
4114:
4110:
4106:
4101:
4097:
4090:
4086:
4075:
4071:
4067:
4066:
4062:
4037:
4032:
4029:
4025:
4024:Undergraduate
4022:
4021:
4016:
4013:
4012:
4008:
4003:
4000:
3998:
3995:
3991:
3988:
3987:
3982:
3979:
3960:
3954:
3950:
3949:Middle school
3947:
3946:
3941:
3938:
3937:
3932:
3929:
3928:
3923:
3920:
3901:
3895:
3890:
3889:
3884:
3881:
3880:
3875:
3872:
3871:
3866:
3863:
3853:
3848:
3845:
3841:
3838:
3837:
3832:
3829:
3828:
3825:
3822:
3820:
3817:
3815:
3812:
3810:
3807:
3806:
3801:
3797:
3792:
3788:
3778:
3775:
3773:
3770:
3768:
3765:
3763:
3760:
3758:
3755:
3753:
3750:
3748:
3745:
3744:
3742:
3738:
3732:
3729:
3725:
3722:
3720:
3717:
3715:
3714:Project-based
3712:
3710:
3709:Problem-based
3707:
3705:
3702:
3700:
3697:
3695:
3692:
3690:
3687:
3685:
3682:
3680:
3677:
3675:
3672:
3670:
3669:Demonstration
3667:
3665:
3664:Contemplative
3662:
3660:
3657:
3655:
3652:
3651:
3650:
3647:
3645:
3642:
3640:
3637:
3635:
3632:
3630:
3627:
3625:
3622:
3618:
3615:
3613:
3610:
3608:
3605:
3604:
3603:
3600:
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1738:Cultural and
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1665:Extended play
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1635:Zoomusicology
1633:
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1610:Ecomusicology
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1595:Biomusicology
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1568:Music history
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1504:Improvisation
1502:
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1474:
1471:
1470:
1467:
1459:
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1453:Lead vocalist
1451:
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1449:
1448:Military band
1446:
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1301:
1300:Hip hop music
1298:
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1290:Country music
1288:
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1220:Ottoman music
1218:
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1022:
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1007:Suzuki method
1005:
1003:
1000:
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997:Kodály Method
995:
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990:
989:
987:
985:
982:
981:
978:
974:
973:Music methods
967:
962:
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329:
327:
324:
320:
316:
312:
308:
304:
303:Carl Seashore
299:
296:
287:
285:
282:
278:
277:Jump Right In
272:
271:Jump Right In
269:
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261:
258:
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50:
44:
42:
40:
36:
32:
19:
6079:Music theory
6033:Georg Simmel
6008:John Mueller
6003:Peter Martin
5819:
5775:Dependencies
5611:Dependencies
5597:Cook Islands
5477:Sint Maarten
5457:Saint Martin
5171:Transnistria
4803:Dependencies
4733:Turkmenistan
4698:Saudi Arabia
4469:Saint Helena
4440:
4344:South Africa
4334:Sierra Leone
4139:Burkina Faso
4031:Postgraduate
3847:Kindergarten
3699:Personalized
3679:Experiential
3639:Teacher look
3348:Agricultural
3204:Anthropology
3096:
3082:
3068:
2857:Vatican City
2807:Turkmenistan
2707:South Africa
2677:Sierra Leone
2657:Saudi Arabia
2032:Burkina Faso
1692:Record label
1578:Music school
1438:Concert band
1348:Angular harp
1275:Circus music
1160:Arabic music
1027:Arban method
893:
889:
862:
835:
808:
782:
771:
738:
729:
720:
711:
699:
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681:
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599:
583:
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487:
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445:
436:
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420:
415:Association.
410:
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102:
68:
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56:
48:
30:
29:
18:Edwin Gordon
5983:Simon Frith
5849:WikiProject
5544:New Zealand
5447:Puerto Rico
5357:Saint Lucia
5307:El Salvador
5209:Isle of Man
5144:recognition
5118:Switzerland
5053:Netherlands
4862:Asia portal
4763:States with
4683:Philippines
4623:South Korea
4618:North Korea
4513:Afghanistan
4396:recognition
4349:South Sudan
4239:Ivory Coast
3955:High school
3752:Definitions
3629:Lesson plan
3518:Alternative
3423:Mathematics
3393:Engineering
2961:Terminology
2941:Instruments
2747:Switzerland
2717:South Sudan
2712:South Korea
2637:Saint Lucia
2592:Philippines
2537:North Korea
2517:New Zealand
2512:Netherlands
2317:Ivory Coast
2157:El Salvador
1902:Afghanistan
1869:Micronesian
1670:Compilation
1583:Composition
1478:Composition
1443:Disc jockey
1416:Backup band
1343:Arched Harp
1100:Prehistoric
1002:Orff method
6068:Categories
5973:Tia DeNora
5442:Montserrat
5437:Martinique
5432:Guadeloupe
5287:Costa Rica
5088:San Marino
5048:Montenegro
5028:Luxembourg
5008:Kazakhstan
4911:Azerbaijan
4743:Uzbekistan
4718:Tajikistan
4633:Kyrgyzstan
4613:Kazakhstan
4533:Bangladesh
4523:Azerbaijan
4451:(Portugal)
4409:Somaliland
4329:Seychelles
4294:Mozambique
4279:Mauritania
4264:Madagascar
4219:The Gambia
4154:Cape Verde
4007:Continuing
3997:Vocational
3602:Curriculum
3536:Democratic
3508:Vocational
3498:Technology
3458:Philosophy
3340:By subject
3318:Technology
3298:Psychology
3283:Philosophy
3273:Leadership
3214:Evaluation
3209:Assessment
2847:Uzbekistan
2767:Tajikistan
2672:Seychelles
2652:San Marino
2487:Mozambique
2477:Montenegro
2447:Mauritania
2412:Madagascar
2407:Luxembourg
2362:Kyrgyzstan
2337:Kazakhstan
2142:East Timor
2092:Costa Rica
2057:Cape Verde
1967:Bangladesh
1952:Azerbaijan
1874:Polynesian
1864:Melanesian
1646:Production
1625:Organology
1590:Musicology
1325:Soul music
1280:Folk music
1265:Vernacular
1013:Saxophone
455:1579990983
355:References
250:Kyra Gaunt
206:unfamiliar
144:Aural/oral
6053:Max Weber
5764:Venezuela
5709:Argentina
5514:Australia
5427:Greenland
5342:Nicaragua
5317:Guatemala
5199:Gibraltar
5023:Lithuania
4829:Hong Kong
4783:Palestine
4708:Sri Lanka
4703:Singapore
4583:Indonesia
4284:Mauritius
3840:Preschool
3740:Wikimedia
3478:Religious
3403:Euthenics
3388:Economics
3368:Chemistry
3358:Bilingual
3313:Sociology
3268:Inclusion
3248:Economics
3146:Education
2982:Album era
2862:Venezuela
2727:Sri Lanka
2682:Singapore
2567:Palestine
2522:Nicaragua
2452:Mauritius
2402:Lithuania
2287:Indonesia
2242:Guatemala
1942:Australia
1932:Argentina
1852:Caribbean
1806:Southeast
1531:and study
1529:Education
1519:Technique
1400:Ensembles
1310:Pop music
1142:Art music
1120:Religious
910:0022-2909
264:Musicking
45:Audiation
5839:Category
5754:Suriname
5744:Paraguay
5729:Colombia
5529:Kiribati
5392:Anguilla
5327:Honduras
5297:Dominica
5272:Barbados
5219:Svalbard
5204:Guernsey
5151:Abkhazia
5103:Slovenia
5098:Slovakia
5073:Portugal
4931:Bulgaria
4852:Category
4773:Abkhazia
4723:Thailand
4678:Pakistan
4658:Mongolia
4653:Maldives
4648:Malaysia
4548:Cambodia
4475: /
4471: /
4464:(France)
4458: /
4436: /
4432: /
4384:Zimbabwe
4359:Tanzania
4209:Ethiopia
4204:Eswatini
4184:Djibouti
4149:Cameroon
4134:Botswana
3724:Socratic
3684:Feedback
3570:Concepts
3463:Physical
3433:Military
3413:Language
3363:Business
3303:Research
3293:Politics
3278:Pedagogy
3173:Glossary
3158:Overview
3103:Category
2916:Timeline
2887:Zimbabwe
2777:Thailand
2772:Tanzania
2737:Suriname
2692:Slovenia
2687:Slovakia
2602:Portugal
2582:Paraguay
2557:Pakistan
2472:Mongolia
2427:Maldives
2422:Malaysia
2347:Kiribati
2267:Honduras
2182:Ethiopia
2177:Eswatini
2132:Dominica
2127:Djibouti
2082:Colombia
2047:Cameroon
2042:Cambodia
2027:Bulgaria
2012:Botswana
1972:Barbados
1859:Oceanian
1813:European
1769:Southern
1702:Sampling
1499:Notation
1433:Big band
1395:Musician
1125:Biblical
988:General
881:62300708
854:19921289
827:62300708
238:cadences
168:dominant
5759:Uruguay
5734:Ecuador
5714:Bolivia
5675:Tokelau
5579:Vanuatu
5422:Curaçao
5407:Bonaire
5402:Bermuda
5332:Jamaica
5312:Grenada
5267:Bahamas
5128:Ukraine
5078:Romania
5038:Moldova
4996:Ireland
4991:Iceland
4986:Hungary
4976:Germany
4971:Georgia
4961:Finland
4956:Estonia
4951:Denmark
4936:Croatia
4921:Belgium
4916:Belarus
4906:Austria
4901:Armenia
4896:Andorra
4891:Albania
4748:Vietnam
4663:Myanmar
4643:Lebanon
4573:Georgia
4528:Bahrain
4518:Armenia
4460:Réunion
4456:Mayotte
4447:Madeira
4442:(Spain)
4438:Melilla
4369:Tunisia
4339:Somalia
4324:Senegal
4309:Nigeria
4299:Namibia
4289:Morocco
4254:Liberia
4249:Lesotho
4199:Eritrea
4169:Comoros
4144:Burundi
4119:Algeria
4027:→
4002:Further
3957:→
3952:→
3934:→
3898:→
3893:→
3877:→
3850:→
3843:→
3689:Passive
3612:Studies
3493:Teacher
3483:Science
3473:Reading
3468:Physics
3443:Nursing
3428:Medical
3263:History
3183:Outline
3165:General
3012:Warfare
2911:Outline
2867:Vietnam
2852:Vanuatu
2842:Uruguay
2822:Ukraine
2797:Tunisia
2702:Somalia
2662:Senegal
2617:Romania
2532:Nigeria
2497:Namibia
2492:Myanmar
2482:Morocco
2462:Moldova
2387:Liberia
2382:Lesotho
2377:Lebanon
2322:Jamaica
2302:Ireland
2277:Iceland
2272:Hungary
2237:Grenada
2222:Germany
2217:Georgia
2197:Finland
2172:Estonia
2167:Eritrea
2147:Ecuador
2122:Denmark
2097:Croatia
2087:Comoros
2037:Burundi
2002:Bolivia
1982:Belgium
1977:Belarus
1962:Bahrain
1957:Bahamas
1947:Austria
1937:Armenia
1917:Andorra
1912:Algeria
1907:Albania
1786:Central
1754:Central
1749:African
1132:Secular
1115:Martial
1105:Ancient
160:solfege
5739:Guyana
5719:Brazil
5650:Hawaii
5574:Tuvalu
5347:Panama
5337:Mexico
5282:Canada
5277:Belize
5214:Jersey
5156:Kosovo
5123:Turkey
5113:Sweden
5093:Serbia
5083:Russia
5068:Poland
5063:Norway
5043:Monaco
5013:Latvia
4981:Greece
4966:France
4941:Cyprus
4793:Taiwan
4728:Turkey
4693:Russia
4628:Kuwait
4608:Jordan
4598:Israel
4558:Cyprus
4543:Brunei
4538:Bhutan
4479:
4462:
4449:
4379:Zambia
4374:Uganda
4314:Rwanda
4269:Malawi
4229:Guinea
4124:Angola
4074:Portal
4034:
3993:
3896:Junior
3891:Infant
3796:Stages
3772:Quotes
3757:Images
3617:Theory
3607:Hidden
3503:Values
3408:Health
3383:Design
3308:Rights
3288:Policy
2921:Albums
2882:Zambia
2817:Uganda
2812:Tuvalu
2802:Turkey
2762:Taiwan
2742:Sweden
2667:Serbia
2627:Rwanda
2622:Russia
2597:Poland
2572:Panama
2547:Norway
2467:Monaco
2457:Mexico
2417:Malawi
2372:Latvia
2357:Kuwait
2352:Kosovo
2332:Jordan
2307:Israel
2257:Guyana
2247:Guinea
2232:Greece
2212:Gambia
2202:France
2107:Cyprus
2052:Canada
2022:Brunei
2017:Brazil
1997:Bhutan
1987:Belize
1922:Angola
1893:
1823:Nordic
1818:Balkan
1653:Single
1558:Method
1509:Lyrics
1473:Theory
918:843910
916:
908:
879:
869:
852:
842:
825:
815:
790:
655:
639:
623:
607:
591:
575:
559:
543:
527:
511:
495:
479:
453:
371:
337:Kodaly
5724:Chile
5569:Tonga
5559:Samoa
5549:Palau
5539:Nauru
5397:Aruba
5322:Haiti
5189:Åland
5108:Spain
5033:Malta
5003:Italy
4834:Macau
4753:Yemen
4713:Syria
4688:Qatar
4668:Nepal
4603:Japan
4578:India
4568:Egypt
4553:China
4434:Ceuta
4354:Sudan
4304:Niger
4259:Libya
4244:Kenya
4224:Ghana
4214:Gabon
4189:Egypt
4129:Benin
3777:Texts
3747:Books
3448:Peace
3438:Music
3418:Legal
3378:Death
3178:Index
2956:Songs
2906:Index
2899:Lists
2877:Yemen
2787:Tonga
2752:Syria
2732:Sudan
2722:Spain
2647:Samoa
2607:Qatar
2562:Palau
2527:Niger
2507:Nepal
2502:Nauru
2437:Malta
2392:Libya
2342:Kenya
2327:Japan
2312:Italy
2282:India
2262:Haiti
2227:Ghana
2207:Gabon
2152:Egypt
2077:China
2072:Chile
1992:Benin
1801:South
1781:Asian
1764:North
1727:Remix
1722:Cover
1680:Remix
1494:Genre
1363:Nafir
1285:Blues
1267:music
1110:Dance
1084:Music
1038:Other
984:Flute
914:JSTOR
323:Audie
164:tonic
5749:Peru
5645:Guam
5602:Niue
5524:Fiji
5467:Saba
5292:Cuba
4673:Oman
4638:Laos
4593:Iraq
4588:Iran
4364:Togo
4274:Mali
4164:Chad
3767:News
3049:Folk
2782:Togo
2587:Peru
2552:Oman
2432:Mali
2367:Laos
2297:Iraq
2292:Iran
2192:Fiji
2102:Cuba
2067:Chad
1791:East
1774:West
1759:East
1675:Live
1514:Song
1489:Form
1305:Jazz
906:ISSN
877:OCLC
867:ISBN
850:OCLC
840:ISBN
823:OCLC
813:ISBN
788:ISBN
653:ISBN
637:ISBN
621:ISBN
605:ISBN
589:ISBN
573:ISBN
557:ISBN
541:ISBN
525:ISBN
509:ISBN
493:ISBN
477:ISBN
451:ISBN
369:ISBN
341:Orff
166:and
5777:and
4805:and
3488:Sex
3353:Art
1553:PhD
898:doi
170:).
6070::
912:.
904:.
894:36
892:.
875:.
848:.
821:.
759:^
747:^
339:,
305:,
5883:e
5876:t
5869:v
4009:)
4005:(
3138:e
3131:t
3124:v
1076:e
1069:t
1062:v
965:e
958:t
951:v
920:.
900::
883:.
856:.
829:.
457:.
405:)
20:)
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