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Enlivening analysis through performance : practising set theory.

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Enlivening analysis through performance : practising set theory. / Mawer, Deborah H.

In: British Journal of Music Education, Vol. 20, No. 3, 01.11.2003, p. 257-276.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Mawer, DH 2003, 'Enlivening analysis through performance : practising set theory.', British Journal of Music Education, vol. 20, no. 3, pp. 257-276. https://doi.org/10.1017/S0265051703005497

APA

Mawer, D. H. (2003). Enlivening analysis through performance : practising set theory. British Journal of Music Education, 20(3), 257-276. https://doi.org/10.1017/S0265051703005497

Vancouver

Mawer DH. Enlivening analysis through performance : practising set theory. British Journal of Music Education. 2003 Nov 1;20(3):257-276. https://doi.org/10.1017/S0265051703005497

Author

Mawer, Deborah H. / Enlivening analysis through performance : practising set theory. In: British Journal of Music Education. 2003 ; Vol. 20, No. 3. pp. 257-276.

Bibtex

@article{8a97383c3efe4ca396318c401a62b5ea,
title = "Enlivening analysis through performance : practising set theory.",
abstract = "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, {\textquoteleft}Practising set theory{\textquoteright}, tested at Lancaster University across 2001–2, in comparison with more traditional methods employed across 1995–2002, and in relation to the new {\textquoteleft}Music benchmark statement{\textquoteright} (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.",
author = "Mawer, {Deborah H.}",
note = "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, {\textcopyright} 2003 Cambridge University Press.",
year = "2003",
month = nov,
day = "1",
doi = "10.1017/S0265051703005497",
language = "English",
volume = "20",
pages = "257--276",
journal = "British Journal of Music Education",
issn = "0265-0517",
publisher = "Cambridge University Press",
number = "3",

}

RIS

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 - 0265-0517

IS - 3

ER -