Imagination and Understanding in the Music Curriculum Tom Gamble
Identifieur interne : 000214 ( Istex/Corpus ); précédent : 000213; suivant : 000215Imagination and Understanding in the Music Curriculum Tom Gamble
Auteurs : Tom GambleSource :
- British Journal of Music Education [ 0265-0517 ] ; 1984-03.
Abstract
Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.
Url:
DOI: 10.1017/S0265051700004101
Links to Exploration step
ISTEX:0888C97AADBE8A40F67B4A5ABE0A129FA4147E04Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title>Imagination and Understanding in the Music Curriculum Tom Gamble</title><author><name sortKey="Gamble, Tom" sort="Gamble, Tom" uniqKey="Gamble T" first="Tom" last="Gamble">Tom Gamble</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:0888C97AADBE8A40F67B4A5ABE0A129FA4147E04</idno><date when="1984" year="1984">1984</date><idno type="doi">10.1017/S0265051700004101</idno><idno type="url">https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000214</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000214</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a">Imagination and Understanding in the Music Curriculum Tom Gamble</title><author><name sortKey="Gamble, Tom" sort="Gamble, Tom" uniqKey="Gamble T" first="Tom" last="Gamble">Tom Gamble</name></author></analytic><monogr></monogr><series><title level="j">British Journal of Music Education</title><title level="j" type="abbrev">Brit. J. Music. Ed.</title><idno type="ISSN">0265-0517</idno><idno type="eISSN">1469-2104</idno><imprint><publisher>Cambridge University Press</publisher><pubPlace>Cambridge, UK</pubPlace><date type="published" when="1984-03">1984-03</date><biblScope unit="volume">1</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="7">7</biblScope><biblScope unit="page" to="25">25</biblScope></imprint><idno type="ISSN">0265-0517</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0265-0517</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.</div></front></TEI><istex><corpusName>cambridge</corpusName><author><json:item><name>Tom Gamble</name></json:item></author><articleId><json:string>00410</json:string></articleId><arkIstex>ark:/67375/6GQ-6FFQP0H6-K</arkIstex><language><json:string>eng</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.</abstract><qualityIndicators><score>8.512</score><pdfWordCount>6975</pdfWordCount><pdfCharCount>42315</pdfCharCount><pdfVersion>1.5</pdfVersion><pdfPageCount>19</pdfPageCount><pdfPageSize>488.16 x 732.24 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractWordCount>126</abstractWordCount><abstractCharCount>865</abstractCharCount><keywordCount>0</keywordCount></qualityIndicators><title>Imagination and Understanding in the Music Curriculum Tom Gamble</title><pii><json:string>S0265051700004101</json:string></pii><genre><json:string>research-article</json:string></genre><host><title>British Journal of Music Education</title><language><json:string>unknown</json:string></language><issn><json:string>0265-0517</json:string></issn><eissn><json:string>1469-2104</json:string></eissn><publisherId><json:string>BME</json:string></publisherId><volume>1</volume><issue>1</issue><pages><first>7</first><last>25</last><total>19</total></pages><genre><json:string>journal</json:string></genre></host><ark><json:string>ark:/67375/6GQ-6FFQP0H6-K</json:string></ark><categories><wos><json:string>1 - social science</json:string><json:string>2 - education & educational research</json:string></wos><scienceMetrix></scienceMetrix><inist><json:string>1 - sciences humaines et sociales</json:string></inist><scopus><json:string>1 - Social Sciences</json:string><json:string>2 - Arts and Humanities</json:string><json:string>3 - Music</json:string><json:string>1 - Social Sciences</json:string><json:string>2 - Social Sciences</json:string><json:string>3 - Education</json:string></scopus></categories><publicationDate>1984</publicationDate><copyrightDate>1984</copyrightDate><doi><json:string>10.1017/S0265051700004101</json:string></doi><id>0888C97AADBE8A40F67B4A5ABE0A129FA4147E04</id><score>1</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/fulltext/zip</uri></json:item><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/fulltext/txt</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a">Imagination and Understanding in the Music Curriculum Tom Gamble</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher scheme="https://publisher-list.data.istex.fr">Cambridge University Press</publisher><pubPlace>Cambridge, UK</pubPlace><availability><licence><p>Copyright © Cambridge University Press 1984</p></licence><p scheme="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-G3RCRD03-V">cambridge</p></availability><date>1984</date></publicationStmt><notesStmt><note type="research-article" scheme="https://content-type.data.istex.fr/ark:/67375/XTP-1JC4F85T-7">research-article</note><note type="journal" scheme="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</note></notesStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a">Imagination and Understanding in the Music Curriculum Tom Gamble</title><author xml:id="author-0000"><persName><forename type="first">Tom</forename><surname>Gamble</surname></persName></author><idno type="istex">0888C97AADBE8A40F67B4A5ABE0A129FA4147E04</idno><idno type="ark">ark:/67375/6GQ-6FFQP0H6-K</idno><idno type="DOI">10.1017/S0265051700004101</idno><idno type="PII">S0265051700004101</idno><idno type="article-id">00410</idno></analytic><monogr><title level="j">British Journal of Music Education</title><title level="j" type="abbrev">Brit. J. Music. Ed.</title><idno type="pISSN">0265-0517</idno><idno type="eISSN">1469-2104</idno><idno type="publisher-id">BME</idno><imprint><publisher>Cambridge University Press</publisher><pubPlace>Cambridge, UK</pubPlace><date type="published" when="1984-03"></date><biblScope unit="volume">1</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="7">7</biblScope><biblScope unit="page" to="25">25</biblScope></imprint></monogr></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1984</date></creation><langUsage><language ident="en">en</language></langUsage><abstract style="text-abstract"><p>Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.</p></abstract></profileDesc><revisionDesc><change when="1984-03">Published</change></revisionDesc></teiHeader></istex:fulltextTEI></fulltext><metadata><istex:metadataXml wicri:clean="corpus cambridge not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="US-ASCII"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.2 20060430//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article dtd-version="2.2" article-type="research-article"><front><journal-meta><journal-id journal-id-type="publisher-id">BME</journal-id><journal-title>British Journal of Music Education</journal-title><abbrev-journal-title>Brit. J. Music. Ed.</abbrev-journal-title><issn pub-type="ppub">0265-0517</issn><issn pub-type="epub">1469-2104</issn><publisher><publisher-name>Cambridge University Press</publisher-name><publisher-loc>Cambridge, UK</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1017/S0265051700004101</article-id><article-id pub-id-type="pii">S0265051700004101</article-id><article-id pub-id-type="publisher-id">00410</article-id><title-group><article-title>Imagination and Understanding in the Music Curriculum Tom Gamble</article-title><alt-title alt-title-type="left-running">Imagination and Understanding in the Music Curriculum Tom Gamble</alt-title><alt-title alt-title-type="right-running">Imagination and Understanding in the Music Curriculum Tom Gamble</alt-title></title-group><contrib-group><contrib><name><surname>Gamble</surname><given-names>Tom</given-names></name></contrib></contrib-group><pub-date pub-type="ppub"><month>03</month><year>1984</year></pub-date><volume>1</volume><issue>1</issue><fpage seq="5">7</fpage><lpage>25</lpage><permissions><copyright-statement>Copyright © Cambridge University Press 1984</copyright-statement><copyright-year>1984</copyright-year><copyright-holder>Cambridge University Press</copyright-holder></permissions><abstract abstract-type="text-abstract"><p><italic>Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.</italic></p></abstract><counts><page-count count="19"></page-count></counts><custom-meta-wrap><custom-meta><meta-name>pdf</meta-name><meta-value>S0265051700004101a.pdf</meta-value></custom-meta></custom-meta-wrap></article-meta></front><back><ref-list><title>References</title><ref><citation id="ref001" citation-type="book"><name><surname>Biasini</surname><given-names>A.</given-names></name> and <name><surname>Pogonowski</surname><given-names>L.</given-names></name> (<year>1979</year>) <source>Manhattanville Music Curriculum Project: Interaction.</source> <publisher-loc>Bellingham, Washington</publisher-loc>: <publisher-name>Americole publications, U.S.A</publisher-name>.</citation></ref><ref><citation id="ref002" citation-type="book"><name><surname>Blacking</surname><given-names>J.</given-names></name> (<year>1976</year>) <source>How Musical is Man?</source> <publisher-loc>London</publisher-loc>: <publisher-name>Faber & Faber</publisher-name></citation></ref><ref><citation id="ref003" citation-type="thesis"><name><surname>Blacking</surname><given-names>J.</given-names></name> (<year>1982</year>) ‘Tradition and Change’. Unpublished address, ISME Conference</citation></ref><ref><citation id="ref004" citation-type="book"><name><surname>Eliot</surname><given-names>T. S.</given-names></name> (<year>1935</year>) ‘Burnt Norton’, from <source>The Four Quartets.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Faber & Faber</publisher-name></citation></ref><ref><citation id="ref005" citation-type="book"><name><surname>Epperson</surname><given-names>G.</given-names></name> (<year>1967</year>) <source>The Musical Symbol.</source> <publisher-loc>Ames</publisher-loc>: <publisher-name>Iowa State University Press</publisher-name></citation></ref><ref><citation id="ref006" citation-type="journal"><name><surname>Gamble</surname><given-names>T.</given-names></name> (<year>1976</year>/<year>1977</year>) <article-title>Creative Music at Manland</article-title>. <source>Music Teacher</source> (Dec. <year>1976</year>, Jan., March, May, July, <year>1977</year>, Vol. <volume>55</volume>, No. <issue>12</issue> and Vol. <volume>56</volume>, Nos. <issue>1</issue>, <issue>3</issue>, <issue>5</issue>, <issue>7</issue></citation></ref><ref><citation id="ref007" citation-type="book"><name><surname>Hamlyn</surname><given-names>D. W.</given-names></name> (<year>1978</year>) <source>Experience and the Growth of Understanding.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Routledge & Kegan Paul</publisher-name></citation></ref><ref><citation id="ref008" citation-type="book"><name><surname>Harrison</surname><given-names>A.</given-names></name> (<year>1978</year>) <source>Making and Thinking.</source> <publisher-loc>Hassocks, Sussex</publisher-loc>: <publisher-name>Harvester</publisher-name></citation></ref><ref><citation id="ref009" citation-type="book"><name><surname>Hopkins</surname><given-names>A.</given-names></name> (<year>1961</year>) <source>Talking about Symphonies.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Heinemann</publisher-name></citation></ref><ref><citation id="ref010" citation-type="journal"><name><surname>Keller</surname><given-names>H.</given-names></name> (<year>1976</year>) <article-title>Music 1975</article-title>. <source>The New Review</source>, Vol. <volume>2</volume>. No. <issue>24</issue> (<month>03</month>)</citation></ref><ref><citation id="ref011" citation-type="book"><name><surname>Maslow</surname><given-names>A.</given-names></name> (<year>1973</year>) <source>The Farthest Reaches of Human Nature.</source> <publisher-loc>Harmondsworth</publisher-loc>: <publisher-name>Penguin</publisher-name></citation></ref><ref><citation id="ref012" citation-type="book"><name><surname>Meyer-Denkmann</surname><given-names>G.</given-names></name> (<year>1977</year>) <source>Experiments in Sound.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref013" citation-type="book"><name><surname>Mumford</surname><given-names>L.</given-names></name> (<year>1952</year>) <source>Art and Technics.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Secker and Warburg</publisher-name></citation></ref><ref><citation id="ref014" citation-type="book"><name><surname>Paynter</surname><given-names>J.</given-names></name> (<year>1972</year>) <source>Hear and Now: an Introduction to Modern Music in Schools.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref015" citation-type="book"><name><surname>Paynter</surname><given-names>J.</given-names></name> (<year>1982</year>) <source>Music in the Secondary School Curriculum.</source> <publisher-loc>Cambridge</publisher-loc>: <publisher-name>Cambridge University Press</publisher-name></citation></ref><ref><citation id="ref016" citation-type="book"><name><surname>Paynter</surname><given-names>J.</given-names></name> and <name><surname>Aston</surname><given-names>P.</given-names></name> (<year>1970</year>) <source>Sound and Silence: Classroom Projects in Creative Music.</source> <publisher-loc>Cambridge</publisher-loc>: <publisher-name>Cambridge University Press</publisher-name></citation></ref><ref><citation id="ref017" citation-type="book"><name><surname>Regelski</surname><given-names>T.</given-names></name> (<year>1981</year>) <source>Teaching General Music.</source> <publisher-loc>New York</publisher-loc>: <publisher-name>Schirmer</publisher-name></citation></ref><ref><citation id="ref018" citation-type="book"><name><surname>Schafer</surname><given-names>M.</given-names></name> (<year>1969</year>) <source>The Composer in the Classroom.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref019" citation-type="book"><name><surname>Schafer</surname><given-names>M.</given-names></name> (<year>1969</year>) <source>Ear Cleaning.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref020" citation-type="book"><name><surname>Schafer</surname><given-names>M.</given-names></name> (<year>1969</year>) <source>The New Soundscape.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref021" citation-type="book"><name><surname>Schafer</surname><given-names>M.</given-names></name> (<year>1970</year>) <source>When Words Sing.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref022" citation-type="book"><name><surname>Schafer</surname><given-names>M.</given-names></name> (<year>1975</year>) <source>The Rhinoceros in the Classroom.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref023" citation-type="book"><name><surname>Self</surname><given-names>G.</given-names></name> (<year>1967</year>) <source>New Sounds in Class.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Universal Edition</publisher-name></citation></ref><ref><citation id="ref024" citation-type="book"><name><surname>Swanwick</surname><given-names>K.</given-names></name> (<year>1979</year>) <source>A Basis for Music Education.</source> <publisher-loc>Windsor</publisher-loc>: <publisher-name>NFER</publisher-name></citation></ref><ref><citation id="ref025" citation-type="book"><name><surname>Thomas</surname><given-names>R.</given-names></name> (<year>1979</year>) <source>Manhattanville Music Curriculum Project: Synthesis.</source> <publisher-loc>Bellingham, Washington</publisher-loc>: <publisher-name>Americole publications</publisher-name></citation></ref><ref><citation id="ref026" citation-type="book"><name><surname>Walker</surname><given-names>R.</given-names></name> (<year>1977</year>) <source>Sound Projects.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Oxford University Press</publisher-name></citation></ref><ref><citation id="ref027" citation-type="book"><name><surname>Witkin</surname><given-names>R.</given-names></name> (<year>1974</year>) <source>The Intelligence of Feeling.</source> <publisher-loc>London</publisher-loc>: <publisher-name>Heinemann</publisher-name></citation></ref><ref><citation id="ref028" citation-type="book"><name><surname>Wollheim</surname><given-names>R.</given-names></name> (<year>1970</year>) <source>Art and its Objects.</source> <publisher-loc>Harmondsworth</publisher-loc>: <publisher-name>Penguin</publisher-name></citation></ref></ref-list></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>Imagination and Understanding in the Music Curriculum Tom Gamble</title></titleInfo><titleInfo type="alternative"><title>Imagination and Understanding in the Music Curriculum Tom Gamble</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>Imagination and Understanding in the Music Curriculum Tom Gamble</title></titleInfo><name type="personal"><namePart type="given">Tom</namePart><namePart type="family">Gamble</namePart><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-1JC4F85T-7">research-article</genre><originInfo><publisher>Cambridge University Press</publisher><place><placeTerm type="text">Cambridge, UK</placeTerm></place><dateIssued encoding="w3cdtf">1984-03</dateIssued><copyrightDate encoding="w3cdtf">1984</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><abstract type="text-abstract">Music is unique in its power to involve the whole person, intellectually as well as emotionally and kinaesthetically. Our ultimate aim in music education, therefore, should be to develop musical imagination and understanding. We can achieve this by making composition and improvisation the central focus of the music curriculum, with listening activities carefully related to children's work. Musical experiences in the classroom should be adventurous, challenging, joyful yet serious, taking place in an atmosphere of warm, sympathetic, tolerant, and respectful relationships. In this environment, children are more likely to value music, and to develop sensitivity not only to music, but to other people. Schools too often underestimate children's potential. In music we can help all children to experience a sense of achievement, leading to greater self-respect.</abstract><relatedItem type="host"><titleInfo><title>British Journal of Music Education</title></titleInfo><titleInfo type="abbreviated"><title>Brit. J. Music. Ed.</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><identifier type="ISSN">0265-0517</identifier><identifier type="eISSN">1469-2104</identifier><identifier type="PublisherID">BME</identifier><part><date>1984</date><detail type="volume"><caption>vol.</caption><number>1</number></detail><detail type="issue"><caption>no.</caption><number>1</number></detail><extent unit="pages"><start>7</start><end>25</end><total>19</total></extent></part></relatedItem><identifier type="istex">0888C97AADBE8A40F67B4A5ABE0A129FA4147E04</identifier><identifier type="ark">ark:/67375/6GQ-6FFQP0H6-K</identifier><identifier type="DOI">10.1017/S0265051700004101</identifier><identifier type="PII">S0265051700004101</identifier><identifier type="ArticleID">00410</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © Cambridge University Press 1984</accessCondition><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-G3RCRD03-V">cambridge</recordContentSource><recordOrigin>Copyright © Cambridge University Press 1984</recordOrigin></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/document/0888C97AADBE8A40F67B4A5ABE0A129FA4147E04/metadata/json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Musique/explor/XenakisV1/Data/Istex/Corpus
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000214 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Istex/Corpus/biblio.hfd -nk 000214 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Musique
|area= XenakisV1
|flux= Istex
|étape= Corpus
|type= RBID
|clé= ISTEX:0888C97AADBE8A40F67B4A5ABE0A129FA4147E04
|texte= Imagination and Understanding in the Music Curriculum Tom Gamble
}}
| This area was generated with Dilib version V0.6.33. |  |