Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Enlivening analysis through performance : practising set theory.
AU - Mawer, Deborah H.
N1 - http://journals.cambridge.org/action/displayJournal?jid=BME The final, definitive version of this article has been published in the Journal, British Journal of Music Education, 20 (3), pp 257-276 2003, © 2003 Cambridge University Press.
PY - 2003/11/1
Y1 - 2003/11/1
N2 - This is a sister article to one that appeared in this journal in 1999, which established benefits in coupling instrumental study and voice-leading analysis, primarily for performers but also for analysts. That analytical students too were more receptive to study when connected with their instrument was the cue for the present article; performance has much to offer the teaching/learning of non-tonal analytical techniques founded on the basic tenets of set theory. This article details an experimental curriculum, ‘Practising set theory’, tested at Lancaster University across 2001–2, in comparison with more traditional methods employed across 1995–2002, and in relation to the new ‘Music benchmark statement’ (2002). Beyond the specifics, it is hoped this research may interest other practitioners seeking alternative pedagogical approaches to parts of the Music curriculum perceived as difficult or especially demanding.
AB - This is a sister article to one that appeared in this journal in 1999, which established benefits in coupling instrumental study and voice-leading analysis, primarily for performers but also for analysts. That analytical students too were more receptive to study when connected with their instrument was the cue for the present article; performance has much to offer the teaching/learning of non-tonal analytical techniques founded on the basic tenets of set theory. This article details an experimental curriculum, ‘Practising set theory’, tested at Lancaster University across 2001–2, in comparison with more traditional methods employed across 1995–2002, and in relation to the new ‘Music benchmark statement’ (2002). Beyond the specifics, it is hoped this research may interest other practitioners seeking alternative pedagogical approaches to parts of the Music curriculum perceived as difficult or especially demanding.
U2 - 10.1017/S0265051703005497
DO - 10.1017/S0265051703005497
M3 - Journal article
VL - 20
SP - 257
EP - 276
JO - British Journal of Music Education
JF - British Journal of Music Education
SN - 1469-2104
IS - 3
ER -