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Part 1: The Foundations

Chapter 1. History of Instrumental Music
Chapter 2. Teaching and the Role of Motivation
Chapter 3. Objectives, Standards, and Curriculum Development
Chapter 4. Assessment
Chapter 5. Administering and Organizing the Program
Chapter 6. Recruiting
Chapter 7. Scheduling
Chapter 8. Special Populations and Instrumental Music
Chapter 9. The Physiology of Instrumental Music Performance

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  • Home
  • Authors
  • Blog
  • Book Sections/Chapters
    • Part 1: The Foundations
      • Chapter 1: History of Instrumental Music
      • Chapter 2: Teaching and the Role of Motivation
      • Chapter 3: Objectives, Standards, and Curriculum Development
      • Chapter 4: Assessment
      • Chapter 5: Administering and Organizing the Program
      • Chapter 6: Recruiting
      • Chapter 7: Scheduling
      • Chapter 8: Special Populations and Instrumental Music
      • Chapter 9: The Physiology of Instrumental Music Performance
    • Part II: The Ensembles and Classroom Teaching
      • Chapter 10: Planning for and Rehearsing Instrumental Ensembles
      • Chapter 11: Planning for and Teaching Beginning Instrumental Students
      • Chapter 12: The Marching Band
      • Chapter 13: The Jazz Ensemble
      • Chapter 14: The Guitar and Classroom Teaching
    • Part III: The Woodwind Instruments
      • Chapter 15: Winds Principles
      • Chapter 16: The Flute
      • Chapter 17: The Oboe
      • Chapter 18: The Clarinet
      • Chapter 19: The Saxophone
      • Chapter 20: The Bassoon
    • Part IV: The Brass and Percussion Instruments
      • Chapter 21: Brass Principles
      • Chapter 22: The Trumpet and Cornet
      • Chapter 23: The Horn
      • Chapter 24: The Trombone and Baritone/Euphonium
      • Chapter 25: The Tuba
      • Chapter 26: The Percussion Instruments
    • Part V: The String Instruments
      • Chapter 27: Strings Principles
      • Chapter 28: The Violin
      • Chapter 29: The Viola
      • Chapter 30: The Cello
      • Chapter 31: The Double Bass

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