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- music theory
- en:vok:pitch]] - [[en:vok:phrase]] - [[en:vok:melodie|melodic]] [[en:vok:intro#ostinato]] - [[en:vok:... [[en:vok:struktur#monophony|monophonic]] [[en:vok:melodie]] - [[en:vok:struktur#polyphonic|polyphonic]] [[en:vok:melodie]] - [[en:vok:transposition]] </panel> <panel ti
- potential of the ukulele
- bility of producing [[en:vok:rhythmus]], [[en:vok:melodie|melodies]] and [[en:vok:harmonie|harmonies]] the ... rtable, gentle-sounding, well-suited for [[en:vok:melodie]] and [[en:vok:harmonie]] //and// [[en:vok:rhythm... 'm breaking it down into a simple form---[[en:vok:melodie]], [[en:vok:harmonie]], and [[en:vok:rhythmus]] [
- repertoire
- ] repertoire should demonstrate both the [[en:vok:melodie|melodic]] and [[en:vok:harmonie|harmonic]]/[[en:v... orward [[en:vok:rhythmus|rhythms]] and a [[en:vok:melodie]] with a very comfortable range for singing. This
- beginners
- on and singing"> >An initial emphasis on [[en:vok:melodie|melodic]] techniques allows the co-ordination of
- correcting mistakes
- e student who couldn’t learn to "carry a [[en:vok:melodie|tune]]." Maybe there are people out there who are
- leading a group
- n:vok:ukulele]] players. They understood [[en:vok:melodie]], [[en:vok:harmonie]], and rhythm very well... t
- notation versus tablature
- words. That way the student can pick the [[en:vok:melodie]] first, get it in their head and then [[singen|s
- singing
- ity of the singing. - Prepare text and [[en:vok:melodie]] carefully and point out special features. - A
- fun
- <panel title="Creativeness"> >Never play a [[vok:melodie|tune]] the same way twice. Teach a piece in two d
- publicity
- u can sing and accompany yourself, learn [[en:vok:melodie]], [[en:vok:harmonie]], [[en:vok:rhythmus]], all
- picking versus strumming
- ntend that the seminal starting point is [[en:vok:melodie]] and, moreover, that an initial focus on melodic
- saiten_singen @en:didaktik:methoden
- 12)) - One half of the class sings the [[en:vok:melodie]] of a piece, while the other half sings the corr