Abstract
Callahan employs carefully-crafted stages, the first accessible even to students with only one or two years of piano study, that lead to high-level activities challenging and enriching to both the advanced student and the teacher.
Recommended Citation
Callahan, Michael
(2012)
"Teaching Baroque Counterpoint Through Improvisation - An Introductory Curriculum in Stylistic Fluency,"
Journal of Music Theory Pedagogy: Vol. 26, Article 3.
DOI: https://doi.org/10.71156/2994-7073.1255
Available at:
https://digitalcollections.lipscomb.edu/jmtp/vol26/iss1/3
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