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RELI RELIMINA MINARY RY
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s im im pl pl e r ul ul e a r a l t ha ha t is necessary: th l in in e t h l a I, the he
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Tl\A Tl\AIN ININ IN
t ha ha t p re re lili m n ar ar y
s ol ol f t ra ra in in in in g h a been s ou ou nd nd , a n
those
p ra ra ct ct ic ic e p re re vi vi ou ou s i s to cour cour disa dis ast ster er Read Readin in to l a i s u su su al al l me rk nt ob ut us of th o lE lE a s yl yl la la bl bl es es . good good foun founda dati tion on of sol£ sol£ ha been laid laid most most easy l ea ea p a r p re re pa pa re re d f or or . R ea ea di di n from solEa notatio and necessary al i s a n n va va lu lu ab ab l B o o k s Xl
r'~ (see h eaea didi n
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t o S ec ec titi o
I)
must not um ve ne he oo ne saril saril more more diffi difficu cult lt than than those those immt immt;di ;diat atel el Prec Precc: c:Wn Wn it EJtc EJtce~ e~ti ting ng for in each each sseect ctio io ar some som eti time me of vi n. S ec ec titi on on s a r a rr rr an an ge ge d i n o rd rd e o f d if if fi fi cu cu ltlt y a n t h t un un e g ra ra de de d with within in each each Sect Sectio ion. n. pr ry ul nk m maatt tter er of care carefu fu grad gradin in an well well dire direct cted ed prac practi tice ce Prog Progre ress ssio ions ns comm common only ly in us shou should ld De syst systema emati tica call ll intr introdu oduce ce an pract practic ic l im im itit e t o t ho ho s u nt nt i t he he y a r m as as te te re re d i s s o me me titi me me s o ve ve r o ok ok e t ha ha t a n i n e rv rv a w hi hi c i s e a s t o i n m a b e d if if fi fi cu cu l t o r ea ea d I t r eq eq ui ui re re s 5 ys ys te te ma ma ~i ~i c . pr pr ac ac titi c a n e y training to certai certai in inter terval val wlt~ut lth hesitancn, he di he bo ks ne d. ng po nt fa gh gm ne It:GCfilTD
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signatures.
ui ry od gr ~g fl v ar ar ie ie t a n t o m a n ta ta i i nt nt er er e i n c la la s I t I S ne ne ce ce s a r t o e m. m. ,l,l o various forms o f r ea ea di di n p ra ra ct ct ic ic e b y u s o f t h m od od ul ul at at or or , w nt nt te te n pl pr he ou dy nt an r itit e o n t h b oa oa rd rd , a dd dd itit io io na na l m el el od od ie ie s g lv lv m p ra ra ct ct ic ic e any spec specia ia diff diffic icul ulti ties es of eith either er time tim e or tune tune whic whic m maa ari. ari.sein s ein les~ les~n. n. vi ns ho pa by me xe
n e of thou though gh
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in that that dire direct ctio ion. n.
are
l EA DI DI N
ge di ge LI gi of owng ol f w itit ho ho u t im im e 1) T o s ol In monoto monotone ne (a) me m e (b) t o d oh oh . 3) o mb mb in in e t im im e a n t un un e t o o lf lf a 4) o mb mb in in e t im im e a n t un un e t o l a a , twic twic if nece necess ssar ary, y, an then then once at leas leas with with al expr expres essi sion on m maark rk obse obs erv rved ed (and (and to an acco accommpanim panimen en where where th teac teacher her is suffi suffici cien entl tl skil skille le to imp. imp.rov rovis is one_. one_. T h c la la s h ou ou l a lw lw a b ea ea t t im im e o r t a e ac ac h b ea ea t S ilil en en tltl y IS is ready. When When th clas clas is suff suffic icie ient ntly ly adva advanc nced ed each each test test shou should ld be sung sung olow 1 ) T o s ol ol fa fa .
3) it m en en t w he he r
a l e xp xp re re s i o m ar ar k o bs bs er er ve ve d ( an an d t o a n a cc cc om om pa pa ni ni t h t ea ea ch ch e i s u ff ff ic ic ie ie n l y s ki ki llll e t o i mp mp ro ro vi vi s o ne ne ) o t to n ot ot e r ea ea di di ng ng . c la la ss ss e m us us t nk ra r a n g is m ar ar ke ke d i n
Obse Obs erv rvat atio io of th poin points ts of cons constr truc ucti tion on not only only help help towa toward rd more more inte intell llig igen en read readin ing, g, bu also also incr increa ease s e th inte intere rest st or th less lesson on All repeats shou should ld be obse obs erv rved ed expr expres essi sion on m maark rk inbrack inbracket et refe refe po di fint l at at f s ta ta g a l i nd nd ic ic at at io io n
or ma h ou ou l
b e o bs bs er er ve ve d
be
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order that that sight sight
np n ro teacIency t o d i r c J i t · i np object of thi ooUect ooUection ion is t o o vi vi d a te te ri ri a
musical an useful, a n part of .To add m~est, the a h slag slaght ht al.t al.ter er:a :ati tion on I_la I_la~e~ ~e~ tunes Wthin the llDu llDuta tati tion on
ic
in
music, an
one h ic ic h is a t o ne ne e help towards m W n K this
n al al at at le le s o f t h t un un e a r i ve ve n Very made made occ: occ:as asio iona nall ll in orde orde to brine of part partic icul ular ar If'!Ction; aU such cueII
Tbe fropo froporti rtion on of tune tune oont oontai aini ning ng cert certai ai leap leaps, s, e.g. e.g. "- an e s l t o f a n a rb rb itit ra ra r c ho ho ic ic e u t o f an analysis of 11 o t t h om n dr dr e si pl lk tu es This This anal analys ysis is ha reve reveal aled ed that that much much Sigh Sightt-si sing ngin in that that ha been been b a e d u po po n t he he o e titi ca ca l l an an s an order order of diffic difficult ulty. y. ay a rg rg ue ue d t he he re re fo fo r t ha ha t t h basis of th sc em l l e d i n t h books one. one. Th coll collec ecti tion on thus thus beco become me comp compen endi dium um of th diff diffic icul ulti ties es like likely ly to be me with with in elem elemen enta tary ry reaw reawng ng otben,
I. Nos. Nos. 1-S.
SECTION
rtf
SECTION
Leap Leap
INDEX
e w l ea ea p Nos. 9-20. rayray-fa fa an fabfab-ra ray. y.
Ill. Nos. Nos. 21-33. 21-33.
SECIlON
Leap dohdoh-Is Ish, h, fahfah-do doh. h. ,.·C Leap IV. Nos. 3t-42. Leaps Leaps soh-ra soh-ray', y', ray'-s ray'-soh. oh.
SI:C110N
V. Nos. Nos. 43-5 43-58. 8. Leaps ray-so ray-soh, soh-r soh-ray. ay.
SECIlON
SECIlON
Leap Leap
I. Nos. Nos. 59-59--64 64 fahfah-do doh' h' doh' doh'-fah - fah
VII. VII. Nos. Nos. 65-. 65-.11 115. 5. Flue Fluenc nc in quav quaver er scal scal pass passag ages es an
SECIlON
SECnON
in very very easy easy leap leaps. s.
VIII VIII Nos. Nos. 86-1 86-100 00
Tune Tune cont contam amin in neit neithe he soh nor se. Tune Tune cont contai aini ning ng soh, soh, (stepwise only, Tunes Tunes contai containin nin se (stepw
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