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Bridging the divide : embedding voice-leading analysis in string pedagogy and performance.

Mawer, Deborah (1999) Bridging the divide : embedding voice-leading analysis in string pedagogy and performance. British Journal of Music Education, 16 (2). pp. 179-195. ISSN 1469-2104

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    Abstract

    Experience as a music lecturer in higher/further education and as an instrumental teacher suggests that instrumental pedagogy – focused on strings – and music analysis could usefully be brought closer together to enhance performance. The benefits of linkage include stimulating intellectual enquiry and creative interpretation, as well as honing improvisatory skills; voice-leading analysis, particularly, may even aid technical issues of pitching, fingering, shifting and bowing. This article details an experimental curriculum, entitled ‘Voice-leading for Strings’, which combines voice-leading principles with approaches to string teaching developed from Nelson, Rolland and Suzuki, supplemented by Kodály's hand-signs. Findings from informal trials at Lancaster University (1995–7), which also adapted material for other melody instruments and keyboard, strongly support this perceived symbiotic relationship.

    Item Type: Article
    Journal or Publication Title: British Journal of Music Education
    Additional Information: http://journals.cambridge.org/action/displayJournal?jid=UHY The final, definitive version of this article has been published in the Journal, British Journal of Music Education, 16 (2), pp 179-195 1999, © 1999 Cambridge University Press.
    Subjects: M Music and Books on Music > M Music
    Departments: Faculty of Arts & Social Sciences > Lancaster Institute for the Contemporary Arts
    ID Code: 21059
    Deposited By: Ms Margaret Calder
    Deposited On: 10 Dec 2008 15:04
    Refereed?: Yes
    Published?: Published
    Last Modified: 09 Apr 2014 20:24
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/21059

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