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Teaching Music
Teaching Music – About the series
You Don’t Have To Read Music To Play An Instrument
You Don’t Have To Read Music To Work In The Music Business
Reading Music By Ear – Part 1
Reading Music By Ear – Part 2
A Manifesto For Modern Music Education
Misconceptions and Biases in Modern Music Education
Modern Styles and Staff Notation
Redefining Musical Literacy
The Limitations of Staff Notation
Perceiving Musical Information
Perfect Pitch Vs Relative Pitch
number theory
Classical vs Modern – Part 1
Classical vs Modern – Part 2
The Popularity of Classical Music
The Inner Experience of Playing Music
Importance of Listening To Music
What’s Old Is New
Session Training And Recording
Amazing Slow Downer from Roni Music
Stereos and Music Media
Phones and Computers for Music
An Appreciation of Staff Notation
Note Identification App at MusicTheory.Net
Reading Staff Notation – Part 1
Reading Staff Notation – Part 2
A Systematic Approach to Reading Music
Sight Reading Music
Reading Practice
Staff Notation and Info Chunking
Reading Mixed Sharps and Flats
Writing Staff Notation
How Sheet Music for Popular Songs is Written
Page Formatting for Staff Notation
Core Competencies for Musicians
The Classical/Modern Disconnect
The Guitar/Piano Disconnect
Microtonality
Models for Improvising Solos
Indian Classical Music
Musical Notes and Their True Names
Dealing With Mistakes
Musicians and Robots
The Role of Memory in Music
Mentally Practicing Away From Your Instrument
Teaching Beginners By Ear – Part 1
Teaching Beginners By Ear – Part 2
Music Schools and Music Teachers
Taking Lessons on Autopilot
The Default Program
Lesson Supply vs Demand
Assessing Your Music Teachers – Part 1
Assessing Your Music Teachers – Part 2
Dysfunctional Teaching Ploys
Accredited Music Schools
Classical Music Degrees
Non-Accredited Music Schools
Talk to your teacher
solos from books
distance
church bands
cover bands
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Essential listening