We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Bridging the divide : embedding voice-leading a...
View graph of relations

« Back

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

Research output: Contribution to journalJournal article


  • Deborah Mawer
Journal publication date07/1999
JournalBritish Journal of Music Education
Number of pages17
Original languageEnglish


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.

Bibliographic note

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.