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19977190
19977190
19977190

Easy As Do - Re - Mi, Book 1, Score

By Jennie Lou Klim

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String Orchestra - Easy/Beginner
Composed by Jennie Lou Klim. Method, Classroom. Score. With Finger patterns are learned without letter names. 3. 96 pages. Published by Beachside Publications (S0.19717).

Item Number: S0.19717

Easy as Do Re Mi is a wonderful classroom series that is a powerful resource for any string educator. Based on years of experience, thoughtful teaching practice, and strong pedagogical background, Jennie Lou Klim has developed a method that will work well in a variety of settings for students of diverse ages, situations, and backgrounds. Emphasizing tonality, finger patterns, and rhythmic patterns at the beginning stages, the book is clear and systematic. Rhythmic competency is emphasized through the repertoire introduced in the books and fingerings are never over-notated. The clean look makes this a natural for older beginning students as well. During a lifetime of teaching, I encountered many diverse instructional paths. In observing the students, I discovered which concepts they were quick to grasp, and those that left them confused. I witnessed where they found success, and where they met obstacles to their learning. Easy As Do-Re-Mi, complete in two books, is a user-friendly method for teaching strings in a classroom setting, that is logical, sequential, easy to understand. It addresses the issues and differences that separate private and classroom teaching. In this book, the fundamentals of string playing are introduced one at a time on uncluttered pages with a solid emphasis on finger patterns. Students learn to read music quickly without clever pictures, graphics, lyrics, or other distracting materials. Competency in playing the original songs, as well as music from the classical and folk literature brings a feeling of accomplishment to the student. The strength of this method lies in its simplicity. Easy As Do-Re-Mi is unique because of five simple reasons:1. Détaché, the fundamental bow stroke, is introduced when bowing begins.2. Finger patterns are learned without letter names. 3. Notes are played without dependency on fingering.4. Rhythms are grasped verbally5. The tempo is the decision of the teacher.

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