LEADER 04367nam 2200637Ia 450 001 996218161003316 005 20230511124628.0 010 $a1-281-31950-3 010 $a9786611319502 010 $a0-470-77799-0 010 $a0-470-77789-3 010 $a1-4175-0341-6 035 $a(CKB)111087028295178 035 $a(EBL)351215 035 $a(OCoLC)437218503 035 $a(SSID)ssj0000180145 035 $a(PQKBManifestationID)11179360 035 $a(PQKBTitleCode)TC0000180145 035 $a(PQKBWorkID)10159845 035 $a(PQKB)11200008 035 $a(MiAaPQ)EBC351215 035 $a(EXLCZ)99111087028295178 100 $a20020218d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInstrumental music for dyslexics$b[electronic resource] $ea teaching handbook /$fSheila Oglethorpe 205 $a2nd ed. 210 $aLondon $cWhurr$d2002 215 $a1 online resource (194 p.) 300 $aPrevious ed.: 1996. 311 $a1-86156-291-8 320 $aIncludes bibliographical references and index. 327 $aInstrumental 0 Music for Dyslexics : A Teaching Handbook; Contents; Foreword to the First Edition; Acknowledgements; Notes; Preface to the second edition; Preface (to the first edition); Chapter 1 Recognizing dyslexia - the way forward; Dyslexia - preliminary thoughts; Dyslexia in greater detail; Primary symptoms; Secondary symptoms; The positive angle; Where to get help; Multisensory teaching; Teaching to strengths; Summary; Chapter 2 Communication - the pupil and the teacher; Music as communication; The diagnosed dyslexic child; The undiagnosed child; The teacher; Summary 327 $aChapter 3 Auditory considerationsAnomalies in auditory function; Auditory laterality; Silence ~ the framework for music; The concept of 'up' and 'down'; Singing; Rhythm; Preparation for aural examinations; Summary; Chapter 4 Visual challenges; Interpreting the printed page; Useful tools; The stave; Vertical and additional horizontal lines; Rests, dots, and accidentals; Fingering; Tracking; Summary; Chapter 5 Motor problems; Balance and posture; Gross motor control; Coordination for pedalling; Fine motor control; Hand independence; Motor response to rhythmic symbols; Spatial aptitude 327 $aFingeringScales; Broken chords and arpeggios; Summary; For consideration; Chapter 6 Memorizing and sight-reading; Memory; Kinaesthetic memory; Memorizing the architecture; Sight-reading; Playing duets; Summary; Chapter 7 Musical theory - coping with writing music; Materials for writing music; The reproduction of musical symbols; Method; Understanding rhythm; Keys; Performance indications; Practical musicianship; The notebook for practice; Summary; Chapter 8 The lesson and the wider world; Useful equipment; Planning a lesson; Evaluating the lesson 327 $aRelative values of other instruments beside the pianoExaminations and performances; Dyslexic musicians and the future; Summary; Appendix: Repertoire for pianists; Glossary; Useful addresses; Bibliography; Suggested further reading; Index 330 $aInstrumental Music for Dyslexics is written mainly for music teachers. It describes dyslexia in layman's terms and explains how the various problems which a dyslexic may have can affect all aspects of learning to play a musical instrument. It alerts the music teacher with a problem pupil to the possibilities of that pupil's having some form of dyslexia. Although Sheila Oglethorpe is primarily a piano teacher the general principle behind most, if not all, the suggestions is such that they can be adapted for use by other instrumentalists. The book presents ways in which the music teacher 606 $aMusical instruments for people with disabilities 606 $aInstrumental music$xInstruction and study 606 $aDyslexics$xEducation 615 0$aMusical instruments for people with disabilities. 615 0$aInstrumental music$xInstruction and study. 615 0$aDyslexics$xEducation. 676 $a371.9144487 676 $a616.89156 700 $aOglethorpe$b Sheila$01343256 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996218161003316 996 $aInstrumental music for dyslexics$93067428 997 $aUNISA