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

Research output: Contribution to Journal/MagazineJournal articlepeer-review

  • Deborah Mawer
<mark>Journal publication date</mark>07/1999
<mark>Journal</mark>British Journal of Music Education
Issue number2
Number of pages17
Pages (from-to)179-195
Publication StatusPublished
<mark>Original language</mark>English


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.