- Documento[Smith Brindle] Monteverdi's G Minor Mass - An Experiment in Constructioncargado porColin Graham
- DocumentoPaul Girffiths Interviews Han Werner Henze About 'the Bassarids'cargado porColin Graham
- Documento[Smith Brindle] the Origins of Italian Dodecaphonycargado porColin Graham
- Documento[Larner] the Music of Reginald Smith Brindlecargado porColin Graham
- Documento[Various] In Memoriam- Mátyás Seibercargado porColin Graham
- Documento[Henze] Pollicino- An Opera for Childrencargado porColin Graham
- DocumentoPitch Centricity (Karchin)cargado porColin Graham
- DocumentoBamboula Squared (Lee)cargado porColin Graham
- DocumentoGuitar Variations (Steelye)cargado porColin Graham
- DocumentoCharles Wuorinen's Reliquary for Stravinsky (Karchin)cargado porColin Graham
- DocumentoThe Recent Works of Charles Wuorinen (Kresky)cargado porColin Graham
- DocumentoPolitics of Harmony (Hibbard)cargado porColin Graham
- Documento2011.11.07 What Does Authentic' Mean in a Mathematics Class? (Follow Up)cargado porColin Graham
- Documento2011.11.04 What Does Authentic' Mean in a Mathematics Class?cargado porColin Graham
- Documento2011.10.31 to What Extent Should Lessons Be Planned or Spontaneous (follow-up)cargado porColin Graham
- Documento2011.10.28 To What Extent Should Lessons Be Planned or Spontaneouscargado porColin Graham
- Documento2011.06.27 How Do I Find Compelling Problems That Grab Student Attention (Follow-up Discussion)cargado porColin Graham
- Documento2011.06.24 How Do I Find Compelling Problems That Grab Student Attentioncargado porColin Graham
- Documento2011.06.20 How Do I Avoid Students Seeing the Mathematics Curriculum as Being a Set of Disjointed Topics (Follow Up)cargado porColin Graham
- Documento2011.06.17 How Do I Avoid Students Seeing the Mathematics Curriculum as a Set of Disjointed Topics?cargado porColin Graham
- Documento2011.06.13 is Mathematics Unique in the Curriculum for the Deeper Thinking Skills It Develops? (follow-up discussion)cargado porColin Graham
- Documento2011.06.10 is Mathematics Unique in the Wider Curriculum for the Deeper Thinking Skills It Developscargado porColin Graham
- Documento2011.06.06 How Do I Promote Deep, Productive and Creative Mathematical Play (Follow-up Discussion)cargado porColin Graham
- Documento2011.06.03 How Do I Promote Deep, Productive and Creative Mathematical Playcargado porColin Graham
- Documento2011.05.30 Is It Possible to Have a Completely Student-driven Curriculum? (Follow Up)cargado porColin Graham
- Documento2011.05.27 is It Possible to Have a Completely Student-driven Curriculumcargado porColin Graham
- Documento2011.05.23 What Does or Should a Student Maths Journal Look Like (Follow Up)cargado porColin Graham
- Documento2011.05.20 What Does or Should a Student Maths Journal Look Likecargado porColin Graham
- Documento2011.05.16 What Mathematical Skills Are Important for High Schoolers to Graduate With (Follow Up)cargado porColin Graham
- Documento2011.05.13 What Mathematical Skills Are Important for High Schoolers to Graduate Withcargado porColin Graham
- Documento2011.05.09 What is the Progression of 'Big Ideas' in Mathematics (Follow Up Discussion)cargado porColin Graham
- Documento2011.05.06 What is the Progression of 'Big Ideas' in Mathematicscargado porColin Graham
- Documento2011.04.29 How Do I Get My Students to Dig Deepercargado porColin Graham
- Documento2011.04.25 How Do I Get Students Doing Mathematics Instead of Just Learning About Mathematics (2)cargado porColin Graham
- Documento2011.04.22 How Do I Get Students Doing Mathematics Instead of Just Learning About Mathematicscargado porColin Graham
- Documento2011.04.18 How Do I Introduce, Or Increase the Amount of, Investigative Work (2)cargado porColin Graham
- Documento2011.04.15 How Do I Introduce, Or Increase the Amount of, Investigative Workcargado porColin Graham
- Documento2011.04.11 How Do I Introduce the Geometry of the Built Environment Into the Curriculumcargado porColin Graham