Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis

Herbst J (2017)
Journal of Music, Technology and Education 9(3): 255-272.

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Zeitschriftenaufsatz | Veröffentlicht | Englisch
Erscheinungsjahr
Zeitschriftentitel
Journal of Music, Technology and Education
Band
9
Zeitschriftennummer
3
Seite
255-272
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PUB-ID

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Herbst J. Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis. Journal of Music, Technology and Education. 2017;9(3):255-272.
Herbst, J. (2017). Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis. Journal of Music, Technology and Education, 9(3), 255-272. doi:10.1386/jmte.9.3.255_1
Herbst, J. (2017). Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis. Journal of Music, Technology and Education 9, 255-272.
Herbst, J., 2017. Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis. Journal of Music, Technology and Education, 9(3), p 255-272.
J. Herbst, “Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis”, Journal of Music, Technology and Education, vol. 9, 2017, pp. 255-272.
Herbst, J.: Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis. Journal of Music, Technology and Education. 9, 255-272 (2017).
Herbst, Jan. “Remixing dub reggae in the music classroom: A practice-based case study on the educational value of music production for listening skills and stylistic analysis”. Journal of Music, Technology and Education 9.3 (2017): 255-272.