AS Music Literacy Workbook
Nonfiction, Entertainment, Music, Instruments & Instruction, Instruction & Study, Reference & Language, Study Aids
| Author: | Rebecca Berkley, Paul Terry | ISBN: | 9780857125644 |
| Publisher: | Music Sales Limited | Publication: | February 7, 2011 |
| Imprint: | Rhinegold Education | Language: | English |
| Author: | Rebecca Berkley, Paul Terry |
| ISBN: | 9780857125644 |
| Publisher: | Music Sales Limited |
| Publication: | February 7, 2011 |
| Imprint: | Rhinegold Education |
| Language: | English |
Suitable for exam boards: Edexcel, AQA, OCR, WJEC.
The AS Music Literacy Workbook is designed to develop students’ notational skills to the level necessary to succeed in their AS studies and beyond.
With an emphasis on learning by doing, this workbook explains the notation of a wide variety of instrumental techniques and includes a whole chapter devoted to score reading, with numerous exercises encouraging students to cross-reference their knowledge.
Author Rebecca Berkley is a freelance writer, musician and music education consultant. After starting her career as a music teacher in secondary schools, she became a lecturer in music education at the University of Southampton and the Institute of Education, University of London. Her PhD thesis focused on how GCSE students learn to compose, and how best to teach them.
Suitable for exam boards: Edexcel, AQA, OCR, WJEC.
The AS Music Literacy Workbook is designed to develop students’ notational skills to the level necessary to succeed in their AS studies and beyond.
With an emphasis on learning by doing, this workbook explains the notation of a wide variety of instrumental techniques and includes a whole chapter devoted to score reading, with numerous exercises encouraging students to cross-reference their knowledge.
Author Rebecca Berkley is a freelance writer, musician and music education consultant. After starting her career as a music teacher in secondary schools, she became a lecturer in music education at the University of Southampton and the Institute of Education, University of London. Her PhD thesis focused on how GCSE students learn to compose, and how best to teach them.
