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

Lancaster Institute for the Contemporary Arts

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Bridging the divide : embedding voice-leading analysis in string pedagogy and performance. / Mawer, Deborah.
In: British Journal of Music Education, Vol. 16, No. 2, 07.1999, p. 179-195.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Mawer, Deborah. / Bridging the divide : embedding voice-leading analysis in string pedagogy and performance. In: British Journal of Music Education. 1999 ; Vol. 16, No. 2. pp. 179-195.

Bibtex

@article{eec663aa8aa84f4c83c994fbc85fb98f,

title = "Bridging the divide : embedding voice-leading analysis in string pedagogy and performance.",

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 {\textquoteleft}Voice-leading for Strings{\textquoteright}, which combines voice-leading principles with approaches to string teaching developed from Nelson, Rolland and Suzuki, supplemented by Kod{\'a}ly'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.",

author = "Deborah Mawer",

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, {\textcopyright} 1999 Cambridge University Press.",

year = "1999",

month = jul,

language = "English",

volume = "16",

pages = "179--195",

journal = "British Journal of Music Education",

issn = "1469-2104",

publisher = "Cambridge University Press",

number = "2",

}

RIS

TY - JOUR

T1 - Bridging the divide : embedding voice-leading analysis in string pedagogy and performance.

AU - Mawer, Deborah

N1 - 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.

PY - 1999/7

Y1 - 1999/7

N2 - 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.

AB - 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.

M3 - Journal article

VL - 16

SP - 179

EP - 195

JO - British Journal of Music Education

JF - British Journal of Music Education

SN - 1469-2104

IS - 2

ER -

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