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  3. Vol. 21 No. 1 (2007)

Vol. 21 No. 1 (2007)

DOI: https://doi.org/10.71156/2994-7073.1155
Published: 2007-01-01

Full Issue

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Articles

  • Absolute Pitch Perception and the Pedagogy of Relative Pitch

    Elizabeth West Marvin (Author)
    • PDF
  • Transformational Theory in the Undergraduate Curriculum - A Case for Teaching the Neo-Riemannian Approach

    Nora Engebretsen, Per F. Broman (Author)
    • PDF
  • Forks in the Road - Teaching Scarlatti's Sonata in C Major (K.159, Longo 104)

    Stephen Slottow (Author)
    • PDF
  • Beyond Chord-Scale Theory - Realizing a Species Approach to Jazz Improvisation

    Keith Salley (Author)
    • PDF
  • Inspired Accidents - Spontaneous Invention in Musical Performance (Master Teacher Column)

    Michael R. Rogers (Author)
    • PDF
  • Listen Up! - Thought on iPods, Sonata Form, and Analysis without Score

    Brian Alegant (Author)
    • PDF

Book Review

  • Engaging Music - Essays in Music Analysis, ed. Deborah Stein reviewed

    Gordon Sly (Author)
    • PDF

Response

  • Reply to Ryan McClelland's Article "Teaching Phrase Ryhthm through Minuets from Haydn's String Quartets," vol. 20, 2006

    Miguel A. Roig-Francolí (Author)
    • PDF

News

  • Announcement of the de Stwolinski Prize

    The Editors (Author)
    • PDF

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The Journal of Music Theory Pedagogy is a publication of the University of Oklahoma Libraries and supported by the Gail Boyd de Stwolinski Center for Music Theory Pedagogy at the University of Oklahoma.

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