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Boardman, Eunice Lin, Meng-Ying 2015-09-25T19:56:36Z 2015-09-25T19:56:36Z 10000-01-01 1999 1999 It was concluded that instruction for students without extra-school musical experience should begin with iconic representation prior to introduci0ng conventional notation because iconic representation was a better approach to lessen the discrepancy between these students with and without additional musical experience. Made available in DSpace on 2015-09-25T19:56:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944921.pdf: 9170096 bytes, checksum: edb69772c23ec97276f852467452a772 (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81617 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 281 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80335 (MiAaPQ)AAI9944921 eng Education, Music The Effect of Teaching Representational Notation Versus Conventional Notation on Music Reading Skills of Third-Grade Students in Taiwan text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.