1 | home about shop podcast | | | | | | | 5 | 0.83% |
2 | about shop podcast contact | | | | | | | 4 | 0.66% |
3 | the quarter note companion | | | | | | | 4 | 0.66% |
4 | stitcher and google podcasts | | | | | | | 3 | 0.50% |
5 | listen on apple podcasts | | | | | | | 3 | 0.50% |
6 | on apple podcasts spotify | | | | | | | 3 | 0.50% |
7 | research behind the curriculum | | | | | | | 2 | 0.33% |
8 | are not requiring students | | | | | | | 2 | 0.33% |
9 | students to do any | | | | | | | 2 | 0.33% |
10 | requiring students to do | | | | | | | 2 | 0.33% |
11 | not requiring students to | | | | | | | 2 | 0.33% |
12 | music curriculum for firstyear | | | | | | | 2 | 0.33% |
13 | curriculum for firstyear students | | | | | | | 2 | 0.33% |
14 | traditional method books because | | | | | | | 2 | 0.33% |
15 | our curriculum differs from | | | | | | | 2 | 0.33% |
16 | the traditional method books | | | | | | | 2 | 0.33% |
17 | teachers are saying fantastic | | | | | | | 2 | 0.33% |
18 | method books because it | | | | | | | 2 | 0.33% |
19 | to analyze evaluate and | | | | | | | 2 | 0.33% |
20 | students to analyze evaluate | | | | | | | 2 | 0.33% |
21 | asking students to analyze | | | | | | | 2 | 0.33% |
22 | solves the main problem | | | | | | | 2 | 0.33% |
23 | to do any higherlevel | | | | | | | 2 | 0.33% |
24 | quarter note companion is | | | | | | | 2 | 0.33% |
25 | do any higherlevel thinking | | | | | | | 2 | 0.33% |
26 | saves a lot of | | | | | | | 2 | 0.33% |
27 | symbols the quarter note | | | | | | | 2 | 0.33% |
28 | notation symbols the quarter | | | | | | | 2 | 0.33% |
29 | for some independence on | | | | | | | 2 | 0.33% |
30 | rehearsal time and allows | | | | | | | 2 | 0.33% |
31 | during rehearsal time and | | | | | | | 2 | 0.33% |
32 | conversation during rehearsal time | | | | | | | 2 | 0.33% |
33 | merely capable of applying | | | | | | | 2 | 0.33% |
34 | review saves a lot | | | | | | | 2 | 0.33% |
35 | not asking students to | | | | | | | 2 | 0.33% |
36 | are merely capable of | | | | | | | 2 | 0.33% |
37 | that are merely capable | | | | | | | 2 | 0.33% |
38 | students that are merely | | | | | | | 2 | 0.33% |
39 | note reading and fingering | | | | | | | 2 | 0.33% |
40 | vocabulary note reading and | | | | | | | 2 | 0.33% |