Second book of airs : 1600 /

"General preface" and "Preface to Dowland's Second book of songs or airs": at beginning of each vol.

Various choral works, with piano accompaniment [Op.92, 103, 112, 93b]

Quartette...Op.92 [no.] 1-4.--Zigeunerlieder...op.103 [no.]1-11.--Sechs Quartette...op.112 [no.] 1-6.--Tafellied...op.93b.--Kleine Hochzeitskantate.

Five duets for piano and stringed instruments.

Sonata, F minor, opus 4, violin and piano; [For] violoncello and piano: Variations concertantes, D major, opus 17; Sonata no.1, B flat major, opus 45; Sonata no.2, D major, opus 58; Songs without words, D major, opus 109.

4 works for wind instruments.

Opus 24, Ouvertüre für Harmoniemusik.--(Opus) 103, Trauermarsch, in memory of Norberg Burgmüller, for military band.--(Opus) 113, Concertstück no. 1, F minor, for clarinet, basset horn and piano.--(Opus) 114, Concertstück no. 2, D minor, for clarinet, basset horn and piano.

Liberty and union; a cyclopedia of patriotism, embracing the best oratory, poetry and music relating to the American republic, together with a vast amount of political, historical and miscellaneous information, statistics, tables, etc., pertaining to the national and state governments, especially arranged as a reference book for citizens of all classes.

Mode of access: Internet.

A complete course of instruction for the piano forte, with the assistance of hand guides: containing the principles of music, a complete system of fingering, with rules on expression and musical punctuation, and a classification of authors, proper to be studied, followed by a study for three fingers, a toccata, a fugue of four parts for the left hand alone, and several studies in thirds, sixths, and octaves.

Principally exercises.

Second concerto, ré mineur, pour le violon, avec accompagnement d'orchestre ou de piano, op. 22 /

Orchestra part arranged for piano.

Ballade et polonaise : pour violon avec accompagnement d'orchestre ou de piano : opus 38 /

Arranged for violin and piano.

Brechemin Piano Series April 8, 2010

Concert Program

Barry Lieberman & Friends present Maria Larionoff, violin and Robin McCabe, piano April 11, 2010

Concert Program

Mental Preparation for Piano Performance Using Principles of Aikido

Thesis (D.M.A.)--University of Washington, 2016-05

Piano recital consisting of works by J. S. Bach, L. Van Beethoven and F. Chopin with extended program notes

Partita No 4 in D Major, BWV 828 - Johann Sebastian Bach (1685-1750) Sonata No 23 in F minor, Op 57 - Ludwig van Beethoven (1770-1827) Scherzo No 1 in B minor, Op 20 - Frederic Chopin (1810-1849)

Aprendizagem criativa na aula de piano em grupo

The central focus of this thesis was to investigate creative learning in music at piano group lessons. Thus, the theoretical framework adopted was guided by two main principles: (1) creativity in the field of music education and (2) Piano teaching and learning. As a methodological procedure we used a research-action with students of the disciplines Prática de Instrumento Harmônico I e II, at the Music Education Undergraduate Course of Federal University of Rio Grande do Norte (UFRN). This research-action was structured in four phases: 1) the identification of the starting points and the theme of creativity matters in piano group lessons, considering the context of a teacher training course in music; 2) the projection of actions, the definition of the objectives and the organization of instruments of data collection and analysis; 3) the realization of the planned actions; and 4) the evaluation of the results, the transcription, organization and analysis of the data collected through observation and interviews. Given the Creative Learning Cycle in Music, represented by the activities of composing, performing and criticizing Music, defended by Beineke (2009, 2013, 2015), we propose in this thesis a creative cycle of formation in music to promote creative learning in piano group lessons, in which teachers and students teach and learn creatively, expanding training opportunities in the field of Music Education. This was possible due to the joint experience of creative practices related to improvisation, elaboration of arrangements and musical compositions - elements that contributed positively to the learning process of the participants. But for this to occur, the planning, implementation and evaluation of the creative and pedagogical musical procedures adopted were decisive, considering the perspectives of students, their conceptions, musical creations, processes and collaborative exchange.

Aprendizagem criativa na aula de piano em grupo

The central focus of this thesis was to investigate creative learning in music at piano group lessons. Thus, the theoretical framework adopted was guided by two main principles: (1) creativity in the field of music education and (2) Piano teaching and learning. As a methodological procedure we used a research-action with students of the disciplines Prática de Instrumento Harmônico I e II, at the Music Education Undergraduate Course of Federal University of Rio Grande do Norte (UFRN). This research-action was structured in four phases: 1) the identification of the starting points and the theme of creativity matters in piano group lessons, considering the context of a teacher training course in music; 2) the projection of actions, the definition of the objectives and the organization of instruments of data collection and analysis; 3) the realization of the planned actions; and 4) the evaluation of the results, the transcription, organization and analysis of the data collected through observation and interviews. Given the Creative Learning Cycle in Music, represented by the activities of composing, performing and criticizing Music, defended by Beineke (2009, 2013, 2015), we propose in this thesis a creative cycle of formation in music to promote creative learning in piano group lessons, in which teachers and students teach and learn creatively, expanding training opportunities in the field of Music Education. This was possible due to the joint experience of creative practices related to improvisation, elaboration of arrangements and musical compositions - elements that contributed positively to the learning process of the participants. But for this to occur, the planning, implementation and evaluation of the creative and pedagogical musical procedures adopted were decisive, considering the perspectives of students, their conceptions, musical creations, processes and collaborative exchange.