. . . . . . . . . . . . . . . . . . . . . . "M\u00E9thode (musique)"@fr . . . . . . . . . . . . . . "In music, a method is a kind of textbook for a specified musical instrument or a selected problem of playing a certain instrument. A method usually contains fingering charts or tablatures, etc., scales and numerous different exercises, sometimes also simple etudes, in different keys, in ascending order as to difficulty (= in methodical progression) or with a focus on isolated aspects like fluency, rhythm, dynamics, articulation and the like. Sometimes there are even recital pieces, also with accompaniment. Such methods differ from etude books in that they are meant as a linear course for a student to follow, with consistent guidance, whereas volumes of etudes are not as comprehensive."@en . . . "\u594F\u6CD5\uFF08\u305D\u3046\u307B\u3046\uFF09\u3068\u306F\u3001\u697D\u5668\u306E\u6F14\u594F\u306E\u4ED5\u65B9\u306E\u3053\u3068\u3067\u3042\u308B\u304C\u3001\u4E00\u822C\u306B\u306F\u3001\u697D\u5668\u306E\u97F3\u306E\u51FA\u3057\u65B9\u304C\u3044\u304F\u3064\u304B\u3042\u308B\u6642\u306B\u305D\u306E\u305D\u308C\u305E\u308C\u3092\u6307\u3057\u3066\u3044\u3046\u3002\u306A\u304A\u3001\u4E00\u822C\u306B\u3001\u7570\u306A\u308B\u9AD8\u3055\u306E\u97F3\u3092\u51FA\u3059\u305F\u3081\u3001\u307E\u305F\u3001\u7570\u306A\u308B\u5F37\u3055\u3092\u51FA\u3059\u305F\u3081\u306E\u97F3\u306E\u51FA\u3057\u65B9\u306E\u9055\u3044\u306F\u3001\u594F\u6CD5\u306E\u9055\u3044\u3068\u8A00\u308F\u305A\u3001\u594F\u6CD5\u304C\u9055\u3046\u3068\u3044\u3046\u3068\u304D\u306B\u306F\u97F3\u8272\u306E\u9055\u3044\u3092\u76EE\u7684\u3068\u3059\u308B\u306E\u304C\u666E\u901A\u3067\u3042\u308B\u3002 \u4E00\u822C\u306B\u3001\u697D\u5668\u306F\u3001\u305D\u306E\u4F7F\u3044\u624B\u96C6\u56E3\uFF08\u6C11\u65CF\u3001\u6587\u5316\u570F\u306A\u3069\uFF09\u306E\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u305F\u3081\u306B\u767A\u9054\u3057\u3001\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u97F3\u8272\u3092\u51FA\u3059\u3053\u3068\u3092\u76EE\u6307\u3059\u304B\u3089\u3001\u97F3\u306E\u51FA\u3057\u65B9\u3082\u305D\u306E\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u3053\u3068\u3092\u76EE\u7684\u3068\u3057\u3066\u5B9A\u307E\u3063\u3066\u3086\u304F\u3002\u3057\u304B\u3057\u306A\u304C\u3089\u3001\u3069\u306E\u3088\u3046\u306A\u697D\u5668\u3067\u3082\u3044\u304F\u3064\u304B\u306E\u97F3\u306E\u51FA\u3057\u65B9\u304C\u898B\u3044\u3060\u3057\u3046\u308B\u306E\u304C\u666E\u901A\u3067\u3042\u308A\u3001\u305D\u308C\u305E\u308C\u306B\u97F3\u697D\u7684\u4FA1\u5024\u304C\u898B\u3044\u3060\u3055\u308C\u308C\u3070\u3001\u307E\u305F\u306F\u3001\u305D\u308C\u305E\u308C\u3092\u4F7F\u3044\u5206\u3051\u308B\u3053\u3068\u306B\u97F3\u697D\u7684\u4FA1\u5024\u304C\u898B\u3044\u3060\u3055\u308C\u308C\u3070\u3001\u7570\u306A\u308B\u594F\u6CD5\u304C\u78BA\u7ACB\u3057\u3066\u3086\u304F\u3053\u3068\u3068\u306A\u308B\u3002 \u3053\u308C\u3089\u306E\u4E2D\u3067\u6700\u3082\u6709\u540D\u306A\u306E\u304C\u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306B\u304A\u3051\u308B\u30D4\u30C1\u30AB\u30FC\u30C8\u594F\u6CD5\u3067\u3042\u308B\u3002\u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306F\u64E6\u5F26\u697D\u5668\u3067\u3042\u308A\u3001\u5F13\u3067\u5F26\u3092\u3053\u3059\u3063\u3066\u97F3\u3092\u51FA\u3059\u3053\u3068\u3092\u672C\u6765\u306E\u594F\u6CD5\u3068\u3059\u308B\u304C\u3001\u308F\u3056\u308F\u3056\u30AE\u30BF\u30FC\u306A\u3069\u64A5\u5F26\u697D\u5668\u306E\u6F14\u594F\u6CD5\u3067\u3042\u308B\u6307\u3067\u306F\u3058\u3044\u3066\u97F3\u3092\u51FA\u3059\u594F\u6CD5\u3092\u53D6\u308A\u5165\u308C\u3001\u97F3\u8272\u306E\u5909\u5316\u3092\u7372\u5F97\u3057\u305F\u306E\u3067\u3042\u308B\u3002 \u304A\u3082\u306A\u3001\u69D8\u3005\u306A\u697D\u5668\u306E\u672C\u6765\u306E\u594F\u6CD5\u3067\u306A\u3044\u594F\u6CD5\uFF08\u4F1D\u7D71\u7684\u306A\u7BC4\u56F2\uFF09"@ja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "M\u00E9todo (m\u00FAsica)"@pt . . . "5403612"^^ . . . . . . "\u594F\u6CD5"@ja . . . . . . . . . "\u594F\u6CD5\uFF08\u305D\u3046\u307B\u3046\uFF09\u3068\u306F\u3001\u697D\u5668\u306E\u6F14\u594F\u306E\u4ED5\u65B9\u306E\u3053\u3068\u3067\u3042\u308B\u304C\u3001\u4E00\u822C\u306B\u306F\u3001\u697D\u5668\u306E\u97F3\u306E\u51FA\u3057\u65B9\u304C\u3044\u304F\u3064\u304B\u3042\u308B\u6642\u306B\u305D\u306E\u305D\u308C\u305E\u308C\u3092\u6307\u3057\u3066\u3044\u3046\u3002\u306A\u304A\u3001\u4E00\u822C\u306B\u3001\u7570\u306A\u308B\u9AD8\u3055\u306E\u97F3\u3092\u51FA\u3059\u305F\u3081\u3001\u307E\u305F\u3001\u7570\u306A\u308B\u5F37\u3055\u3092\u51FA\u3059\u305F\u3081\u306E\u97F3\u306E\u51FA\u3057\u65B9\u306E\u9055\u3044\u306F\u3001\u594F\u6CD5\u306E\u9055\u3044\u3068\u8A00\u308F\u305A\u3001\u594F\u6CD5\u304C\u9055\u3046\u3068\u3044\u3046\u3068\u304D\u306B\u306F\u97F3\u8272\u306E\u9055\u3044\u3092\u76EE\u7684\u3068\u3059\u308B\u306E\u304C\u666E\u901A\u3067\u3042\u308B\u3002 \u4E00\u822C\u306B\u3001\u697D\u5668\u306F\u3001\u305D\u306E\u4F7F\u3044\u624B\u96C6\u56E3\uFF08\u6C11\u65CF\u3001\u6587\u5316\u570F\u306A\u3069\uFF09\u306E\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u305F\u3081\u306B\u767A\u9054\u3057\u3001\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u97F3\u8272\u3092\u51FA\u3059\u3053\u3068\u3092\u76EE\u6307\u3059\u304B\u3089\u3001\u97F3\u306E\u51FA\u3057\u65B9\u3082\u305D\u306E\u97F3\u697D\u7684\u6B32\u6C42\u3092\u6E80\u305F\u3059\u3053\u3068\u3092\u76EE\u7684\u3068\u3057\u3066\u5B9A\u307E\u3063\u3066\u3086\u304F\u3002\u3057\u304B\u3057\u306A\u304C\u3089\u3001\u3069\u306E\u3088\u3046\u306A\u697D\u5668\u3067\u3082\u3044\u304F\u3064\u304B\u306E\u97F3\u306E\u51FA\u3057\u65B9\u304C\u898B\u3044\u3060\u3057\u3046\u308B\u306E\u304C\u666E\u901A\u3067\u3042\u308A\u3001\u305D\u308C\u305E\u308C\u306B\u97F3\u697D\u7684\u4FA1\u5024\u304C\u898B\u3044\u3060\u3055\u308C\u308C\u3070\u3001\u307E\u305F\u306F\u3001\u305D\u308C\u305E\u308C\u3092\u4F7F\u3044\u5206\u3051\u308B\u3053\u3068\u306B\u97F3\u697D\u7684\u4FA1\u5024\u304C\u898B\u3044\u3060\u3055\u308C\u308C\u3070\u3001\u7570\u306A\u308B\u594F\u6CD5\u304C\u78BA\u7ACB\u3057\u3066\u3086\u304F\u3053\u3068\u3068\u306A\u308B\u3002 \u3053\u308C\u3089\u306E\u4E2D\u3067\u6700\u3082\u6709\u540D\u306A\u306E\u304C\u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306B\u304A\u3051\u308B\u30D4\u30C1\u30AB\u30FC\u30C8\u594F\u6CD5\u3067\u3042\u308B\u3002\u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306F\u64E6\u5F26\u697D\u5668\u3067\u3042\u308A\u3001\u5F13\u3067\u5F26\u3092\u3053\u3059\u3063\u3066\u97F3\u3092\u51FA\u3059\u3053\u3068\u3092\u672C\u6765\u306E\u594F\u6CD5\u3068\u3059\u308B\u304C\u3001\u308F\u3056\u308F\u3056\u30AE\u30BF\u30FC\u306A\u3069\u64A5\u5F26\u697D\u5668\u306E\u6F14\u594F\u6CD5\u3067\u3042\u308B\u6307\u3067\u306F\u3058\u3044\u3066\u97F3\u3092\u51FA\u3059\u594F\u6CD5\u3092\u53D6\u308A\u5165\u308C\u3001\u97F3\u8272\u306E\u5909\u5316\u3092\u7372\u5F97\u3057\u305F\u306E\u3067\u3042\u308B\u3002 \u304A\u3082\u306A\u3001\u69D8\u3005\u306A\u697D\u5668\u306E\u672C\u6765\u306E\u594F\u6CD5\u3067\u306A\u3044\u594F\u6CD5\uFF08\u4F1D\u7D71\u7684\u306A\u7BC4\u56F2\uFF09 \n* \u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306E\u30D4\u30C1\u30AB\u30FC\u30C8 \u2212 \u5F26\u3092\u306F\u3058\u304F \n* \u30F4\u30A1\u30A4\u30AA\u30EA\u30F3\u5C5E\u306E\u697D\u5668\u306E\u30B3\u30EB\u30FB\u30EC\u30FC\u30CB\u30E7 \u2212 \u5F26\u3092\u5F13\u306E\u6728\u306E\u90E8\u5206\u3067\u3053\u3059\u308B\u304B\u305F\u305F\u304F \n* \u5F26\u697D\u5668\u306E \u2212 \u672C\u6765\u306E\u5F26\u306E\u3053\u3059\u3063\u305F\u308A\u306F\u3058\u3044\u305F\u308A\u3059\u308B\u90E8\u5206\u3088\u308A\u4E2D\u592E\u306B\u8FD1\u3044\u90E8\u5206\u3092\u3053\u3059\u3063\u305F\u308A\u305F\u305F\u3044\u305F\u308A\u3059\u308B \n* \u5F26\u697D\u5668\u306E\u30B9\u30EB\u30FB\u30DD\u30F3\u30C6\u30A3\u30C1\u30A7\u30ED \u2212 \u5F26\u306E\u7AEF\u306E\u3054\u304F\u8FD1\u304F\u3092\u3053\u3059\u3063\u305F\u308A\u305F\u305F\u3044\u305F\u308A\u3059\u308B \n* \u5F26\u697D\u5668\u3084\u30D5\u30EB\u30FC\u30C8\u306E\u30CF\u30FC\u30E2\u30CB\u30AF\u30B9\uFF08\u30D5\u30E9\u30B8\u30AA\u30EC\u30C3\u30C8\uFF09 \u2212 \u500D\u97F3\u3092\u594F\u3059\u308B \n* \u30DB\u30EB\u30F3\u306E\u30B2\u30B7\u30E5\u30C8\u30D7\u30D5\u30C8 \u2212 \u53F3\u624B\u3092\u6DF1\u304F\u7A81\u304D\u523A\u3057\u3066\u92ED\u304F\u5F31\u3044\u97F3\u3092\u51FA\u3059 \u73FE\u4EE3\u97F3\u697D\u3067\u306F\u3053\u308C\u3089\u306E\u594F\u6CD5\u306B\u52A0\u3048\u3001\u3088\u308A\u591A\u5F69\u306A\u7279\u6B8A\u594F\u6CD5\u304C\u6C42\u3081\u3089\u308C\u308B\u3002\u305D\u306E\u3046\u3061\u306E\u3044\u304F\u3064\u304B\u306F\u5171\u6709\u306E\u594F\u6CD5\u3068\u3057\u3066\u594F\u8005\u306E\u8A8D\u8B58\u304C\u78BA\u7ACB\u3057\u3066\u3044\u308B\u3002\u4EE3\u8868\u7684\u306A\u3082\u306E\u306B\u6728\u7BA1\u697D\u5668\u306E\u91CD\u97F3\u594F\u6CD5\u304C\u3042\u308B\u3002\u8A73\u3057\u304F\u306F\u7279\u6B8A\u594F\u6CD5\u306E\u9805\u3092\u53C2\u7167\u3002"@ja . . . "1078122259"^^ . . . . . "Em m\u00FAsica, um m\u00E9todo \u00E9 um tipo de manual para um instrumento musical espec\u00EDfico ou para um problema espec\u00EDfico para tocar um determinado instrumento. Um m\u00E9todo normalmente cont\u00E9m gr\u00E1ficos de digita\u00E7\u00E3o ou tablaturas, etc., escalas e v\u00E1rios exerc\u00EDcios diferentes, algumas vezes tamb\u00E9m estudos simples, em tonalidades diferentes, em ordem crescente de dificuldade (= em progress\u00E3o met\u00F3dica) ou com um foco em aspectos isolados como flu\u00EAncia, ritmo, din\u00E2mica, e afins. Algumas vezes, h\u00E1 at\u00E9 mesmo partes de recital, tamb\u00E9m com acompanhamento. Tais m\u00E9todos diferem-se de livros estudo pelo fato de serem entendidos como um curso linear para que o estudante siga, com orienta\u00E7\u00E3o consistente, enquanto que os volumes de estudo n\u00E3o s\u00E3o t\u00E3o compreens\u00EDveis."@pt . . . . . "Eine Schule (eng.: method) ist im instrumentalp\u00E4dagogischen Sinne eine Art Lehrbuch f\u00FCr ein bestimmtes Musikinstrument oder ein ausgew\u00E4hltes Teilproblem des Instrumentalspiels. Eine Schule enth\u00E4lt in der Regel Grifftabellen, beziehungsweise Fingers\u00E4tze, Tabulaturen etc., Skalen sowie zahlreiche verschiedene \u00DCbungen, bisweilen auch einfache Et\u00FCden, in verschiedenen Tonarten, geordnet nach aufsteigendem Schwierigkeitsgrad (= in methodischer Progression) oder zu bestimmten Aspekten wie Gel\u00E4ufigkeit, Rhythmus, Dynamik, Artikulation und \u00C4hnlichem. Hinzu kommen mitunter Vortragsst\u00FCcke, auch mit Begleitstimmen."@de . . . . . . . . . . . . . . "In music, a method is a kind of textbook for a specified musical instrument or a selected problem of playing a certain instrument. A method usually contains fingering charts or tablatures, etc., scales and numerous different exercises, sometimes also simple etudes, in different keys, in ascending order as to difficulty (= in methodical progression) or with a focus on isolated aspects like fluency, rhythm, dynamics, articulation and the like. Sometimes there are even recital pieces, also with accompaniment. Such methods differ from etude books in that they are meant as a linear course for a student to follow, with consistent guidance, whereas volumes of etudes are not as comprehensive. As typical instrumental methods are meant to function as textbooks supporting an instrumental teacher (rather than to facilitate self-teaching), usually no basic or special playing techniques are covered in any depth. Detailed instructions in this respect are only found in special, autodidactical methods. Some methods are especially tailored for students on certain skill levels or stages of psychosocial development. In contrast, a 'complete' method (sometimes in multiple volumes) is meant to accompany the student until he or she becomes an advanced player. Methods of certain authors or editors have achieved the status of standard works (reflecting regional and cultural differences) and are published or reissued by different publishing companies and in diverse (new) arrangements. The Suzuki Method is probably the most well known example of this. The following is a list of various methods of historical interest."@en . . . . . . . . . "En musique, une m\u00E9thode est une sorte de manuel pour un instrument de musique sp\u00E9cifi\u00E9 ou un probl\u00E8me particulier de jeu pour un certain instrument. Une m\u00E9thode contient g\u00E9n\u00E9ralement des tableaux de doigt\u00E9 ou des tablatures, des gammes et de nombreux exercices diff\u00E9rents, parfois aussi des \u00E9tudes simples, dans diff\u00E9rentes tonalit\u00E9s, par ordre croissant de difficult\u00E9 (soit en progression m\u00E9thodique) ou avec un accent sur des aspects isol\u00E9s comme la fluidit\u00E9, le rythme, dynamique, articulation et autres. Parfois, il y a m\u00EAme des pi\u00E8ces de r\u00E9cital, \u00E9galement avec accompagnement. Ces m\u00E9thodes diff\u00E8rent des livres d'\u00E9tudes en ce qu'elles sont con\u00E7ues comme un cours lin\u00E9aire \u00E0 suivre par un \u00E9tudiant, avec des conseils coh\u00E9rents, alors que les volumes d'\u00E9tudes couvrent g\u00E9n\u00E9ralement un spectre moins large de sujets. \u00C9tant donn\u00E9 que les m\u00E9thodes instrumentales typiques sont cens\u00E9es fonctionner comme des manuels destin\u00E9s \u00E0 soutenir un professeur d'instrument (plut\u00F4t que de faciliter l'auto-apprentissage), en g\u00E9n\u00E9ral, aucune technique de jeu de base ou sp\u00E9ciale n'est abord\u00E9e en profondeur. Des instructions d\u00E9taill\u00E9es \u00E0 cet \u00E9gard ne se trouvent que dans les m\u00E9thodes autodidactiques sp\u00E9ciales. Certaines m\u00E9thodes sont sp\u00E9cialement con\u00E7ues pour les \u00E9tudiants \u00E0 certains niveaux de comp\u00E9tence ou \u00E0 certains stades de d\u00E9veloppement psychosocial. En revanche, une m\u00E9thode \u00ABcompl\u00E8te\u00BB (parfois en plusieurs volumes) est destin\u00E9e \u00E0 accompagner l'\u00E9l\u00E8ve jusqu'\u00E0 ce qu'il devienne un joueur avanc\u00E9. Les m\u00E9thodes de certains auteurs ou \u00E9diteurs ont atteint le statut d'ouvrages standard (refl\u00E9tant les diff\u00E9rences r\u00E9gionales et culturelles) et sont publi\u00E9es ou r\u00E9\u00E9dit\u00E9es par diff\u00E9rentes maisons d'\u00E9dition et dans divers (nouveaux) arrangements. La m\u00E9thode Suzuki en est probablement l'exemple le plus connu."@fr . . . . . . . . . . . . . . . . "Method (music)"@en . . . . . . . . "Em m\u00FAsica, um m\u00E9todo \u00E9 um tipo de manual para um instrumento musical espec\u00EDfico ou para um problema espec\u00EDfico para tocar um determinado instrumento. Um m\u00E9todo normalmente cont\u00E9m gr\u00E1ficos de digita\u00E7\u00E3o ou tablaturas, etc., escalas e v\u00E1rios exerc\u00EDcios diferentes, algumas vezes tamb\u00E9m estudos simples, em tonalidades diferentes, em ordem crescente de dificuldade (= em progress\u00E3o met\u00F3dica) ou com um foco em aspectos isolados como flu\u00EAncia, ritmo, din\u00E2mica, e afins. Algumas vezes, h\u00E1 at\u00E9 mesmo partes de recital, tamb\u00E9m com acompanhamento. Tais m\u00E9todos diferem-se de livros estudo pelo fato de serem entendidos como um curso linear para que o estudante siga, com orienta\u00E7\u00E3o consistente, enquanto que os volumes de estudo n\u00E3o s\u00E3o t\u00E3o compreens\u00EDveis. Como os m\u00E9todos instrumentais ordin\u00E1rios s\u00E3o destinados a funcionar como manuais que auxiliam o professor do instrumento (em vez de facilitar o auto-aprendizado), normalmente t\u00E9cnicas b\u00E1sicas ou especiais n\u00E3o s\u00E3o abordadas com profundidade. Instru\u00E7\u00F5es detalhadas a este respeito s\u00E3o encontradas apenas em m\u00E9todos autodid\u00E1ticos especiais. Alguns m\u00E9todos s\u00E3o adaptados especialmente para alunos em certo n\u00EDvel de habilidade ou de est\u00E1gio de desenvolvimento psicossocial. E contraste, um m\u00E9todo 'completo' (algumas vezes em v\u00E1rios volumes) \u00E9 destinado a acompanhar o estudante at\u00E9 que ele ou ela se torne um instrumentista aven\u00E7ado."@pt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "26556"^^ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Eine Schule (eng.: method) ist im instrumentalp\u00E4dagogischen Sinne eine Art Lehrbuch f\u00FCr ein bestimmtes Musikinstrument oder ein ausgew\u00E4hltes Teilproblem des Instrumentalspiels. Eine Schule enth\u00E4lt in der Regel Grifftabellen, beziehungsweise Fingers\u00E4tze, Tabulaturen etc., Skalen sowie zahlreiche verschiedene \u00DCbungen, bisweilen auch einfache Et\u00FCden, in verschiedenen Tonarten, geordnet nach aufsteigendem Schwierigkeitsgrad (= in methodischer Progression) oder zu bestimmten Aspekten wie Gel\u00E4ufigkeit, Rhythmus, Dynamik, Artikulation und \u00C4hnlichem. Hinzu kommen mitunter Vortragsst\u00FCcke, auch mit Begleitstimmen. Die klassische Instrumentalschule ist weniger zum Selbststudium denn als f\u00FCr den Instrumentalunterricht gedacht. Eingehende Erl\u00E4uterungen, etwa zu Grundlagen oder bestimmten Spieltechniken, finden sich nur in speziellen (autodidaktischen) Schulen (\u201ESelbstlernbuch\u201C). Einige Schulen sind in ihrem Schwierigkeitsgrad oder ihrer Aufmachung speziell auf Lerner bestimmter Fertigkeits- oder Entwicklungsstufen zugeschnitten. Eine \"vollst\u00E4ndige\" Schule, oft in mehreren B\u00E4nden, soll den Lerner dagegen bis zum fortgeschrittenen Spiel auf seinem Instrument begleiten. Schulen bestimmter Autoren gelten bisweilen als Standardwerke (mit regionalen und kulturellen Unterschieden) und werden zuweilen von verschiedenen Verlagen und in verschiedenen (Neu-)Arrangements herausgegeben."@de . . . . . . . . . . . "Schule (Musikp\u00E4dagogik)"@de . . "En musique, une m\u00E9thode est une sorte de manuel pour un instrument de musique sp\u00E9cifi\u00E9 ou un probl\u00E8me particulier de jeu pour un certain instrument. Une m\u00E9thode contient g\u00E9n\u00E9ralement des tableaux de doigt\u00E9 ou des tablatures, des gammes et de nombreux exercices diff\u00E9rents, parfois aussi des \u00E9tudes simples, dans diff\u00E9rentes tonalit\u00E9s, par ordre croissant de difficult\u00E9 (soit en progression m\u00E9thodique) ou avec un accent sur des aspects isol\u00E9s comme la fluidit\u00E9, le rythme, dynamique, articulation et autres. Parfois, il y a m\u00EAme des pi\u00E8ces de r\u00E9cital, \u00E9galement avec accompagnement. Ces m\u00E9thodes diff\u00E8rent des livres d'\u00E9tudes en ce qu'elles sont con\u00E7ues comme un cours lin\u00E9aire \u00E0 suivre par un \u00E9tudiant, avec des conseils coh\u00E9rents, alors que les volumes d'\u00E9tudes couvrent g\u00E9n\u00E9ralement un spectre moi"@fr . . . . . . . . . . . . .