LEADER 01371nam  2200445   450 
001 9910149626703321
005 20230808200349.0
010   $a3-8353-4048-4
035   $a(CKB)3710000000934527
035   $a(MiAaPQ)EBC4734372
035   $a(EXLCZ)993710000000934527
100   $a20161122h20162016  uy             0
101 0 $ager
135   $aurcnu||||||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 00$aRechte Gewalt in Deutschland $ezum Umgang mit dem rechtsextremismus in gesellschaft, politik und justiz /$fherausgegeben von Sybille Steinbacher
210  1$aGo?ttingen, [Germany] :$cWallstein Verlag,$d2016.
210  4$dİ2016
215   $a1 online resource (257 pages)
225 1 $aDachauer Symposien zur Zeitgeschichte ;$vBand 16
300   $aIncludes index.
311   $a3-8353-1952-3 
410  0$aDachauer Symposien zur Zeitgeschichte ;$vBand 16.
606   $aRight-wing extremists$zGermany
606   $aRadicalism$zGermany
606   $aFascism$zGermany
615  0$aRight-wing extremists
615  0$aRadicalism
615  0$aFascism
676   $a303.4840943
702   $aSteinbacher$b Sybille
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910149626703321
996   $aRechte Gewalt in Deutschland$93409432
997   $aUNINA

LEADER 02690nam  2200529   450 
001 9910825017703321
005 20230808194512.0
010   $a0-19-061976-7
010   $a0-19-971698-6
035   $a(CKB)3710000000770595
035   $a(EBL)4706437
035   $a(Au-PeEL)EBL4706437
035   $a(CaPaEBR)ebr11274880
035   $a(OCoLC)953969244
035   $a(MiAaPQ)EBC4706437
035   $a(EXLCZ)993710000000770595
100   $a20161013h20162016  uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 14$aThe moving body in the aural skills classroom $ea eurhythmics based approach /$fDiane Urista
210  1$aNew York, New York :$cOxford University Press,$d2016.
210  4$dİ2016
215   $a1 online resource (329 p.)
300   $aDescription based upon print version of record.
311   $a0-19-532611-3 
311   $a0-19-532612-1 
320   $aIncludes bibliographical references and index.
327   $aIntroduction -- 1. Purpose. Why the moving body in the aural skills classroom? -- Healing the mind-body split in college music training -- Rhythms from the body -- What is the kinesthetic sense or traditional vs. embodied approach? -- Musical affect and expressive performance -- 2. Methodology. Experience before analysis -- Spiral of learning -- Sensation before conceptualization -- Internalization and automatisms -- Improvisation : cultivating one's physiological evidence -- Reflective stillness : movement is not an end in itself -- 3. Getting started (notes to the instructor). Pedagogical tips -- Chapter 1 : Basics -- Chapter 2 : Warm ups -- Chapter 3 : Rhythm -- Chapter 4 : Pitch, scale, and melody -- Chapter 5 : Harmony -- Chapter 6 : Phrase, forms, plastique anima?ee.
330   $aThe Moving Body in the Aural Skills Classroom-influenced by Dalcroze-Eurhythmics-is a practical guide for college instructors and students interested in integrating the moving body into the aural skills classroom. The book presents movement exercises for teaching rhythmic, melodic, harmonic and formal concepts to encourage a dynamic link between musical training and artistic performance.
606   $aEar training
606   $aEurythmics
606   $aMovement education
615  0$aEar training.
615  0$aEurythmics.
615  0$aMovement education.
676   $a781.4/24
700   $aUrista$b Diane$f1957-$01713595
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910825017703321
996   $aThe moving body in the aural skills classroom$94106685
997   $aUNINA