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4. Robinson. Op. cit.
5. Schmidt, Jim. The Contralto Sax (Key of C). Web site: http:///~js210/
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11. Cohen, Paul. The Royal Slide Saxophone. Vintage Saxophones Revisited, in Saxophone Journal. Page 6 in July/August 1994 edition.
12. Brown, John Robert. 'The Mysterious Saxie'. Crescendo Magazine. July 1973.
13. Cohen, Paul. Vintage Saxophones Revisited, in Saxophone Journal.
14. Poster collection at http://
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19. Gelly, Dave. Op cit. Page 105 in 1998 edition.
20. Sudhalter, Richard M..Lost Chords. OUP, New York, . Page 449.
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22. Lees, Gene. Arranging the Score. Cassell and Company. London. Page 149 in 2000 edition.
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25. Sudhalter. Op cit. Page 255.
26. Sudhalter. Op cit. Page 451.
27. "Pres", an interview with Lester Young, Down Beat, March 7th 1956, anthologised in Lewis Porter, ed., A Lester Young Reader, Washington: Smithsonian Institute Press, 1991.
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29. Sudhalter, Op. cit. Page 469.
30. Windcraft 'USA' plastic, at http:///windcraft/
31. Melody from the Sky. Scott Robinson. ARCD 19212.
32. Jim Schmidt's New Saxophone Design. Page 4 of 5 at : http:///~js210/
33. Jim Schmidt's New Saxophone Design. Page 1 of 5 at : http:///~js210/
Since auditory comprehension is such a different skill than speaking, readaing and/or writing, I have to get crafty in presenting them all in edible portions-LET ALONE catering to each students’ particular needs……Since learning a second language, (or 3rd or 4th as the case may be) can be a tricky endeavor for someone who’s been isolated from Western culture/language (or hasn’t been exposed to OR NEEDED TO learn Englisj) for the better portion of their lives, bringing a great song like Tom’s Diner to class and handing out the lyrics to students from Suadi Arabia, Burma, Cuba, Ethiopia, Mexico or Tunisia has served as an especially good segway into practicing auditory comprehension and reading skills.
So I’d just like to thank you personally and tell you how much we appreciate your music here in Austin! Acquiring second language skills is a unique process for each learner— with many different variables in each equation, (relative to one’s age, cognitive tendencies, attitude, background, etc., etc.), but somehow EVERYONE seems to enjoy listening to your music and sharpens their communication skills at a smoother pace while we do these exercises!