Group playing by ear in higher education: the processes that support imitation, invention and group improvisation

Journal article


Varvarigou, M. 2017. Group playing by ear in higher education: the processes that support imitation, invention and group improvisation. British Journal of Music Education. 34 (3), pp. 291-304. https://doi.org/10.1017/S0265051717000109
AuthorsVarvarigou, M.
Abstract

This article explores how group playing by ear (GEP) through imitation of recorded material and opportunities for inventive work during peer interaction was used to support first year undergraduate western classical music students’ aural, group creativity and improvisation skills.

The framework that emerged from the analysis of the data describes two routes taken by the students, whilst progressing from GEP to group improvisation and it is compared to Priest’s (1989) model on playing by ear through imitation and invention.

The article concludes with suggestion on how these two routes could be used to scaffold the development of western classical musicians’ improvisation skills.

Year2017
JournalBritish Journal of Music Education
Journal citation34 (3), pp. 291-304
PublisherCambridge University Press
ISSN0265-0517
Digital Object Identifier (DOI)https://doi.org/10.1017/S0265051717000109
Publication dates
Online17 Oct 2017
Publication process dates
Deposited04 May 2018
Accepted author manuscript
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/88qw4/group-playing-by-ear-in-higher-education-the-processes-that-support-imitation-invention-and-group-improvisation

  • 5
    total views
  • 7
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Active ageing with music: supporting wellbeing in the third and fourth ages
Creech, A., Hallam, S., Varvarigou, M. and McQueen, H. 2014. Active ageing with music: supporting wellbeing in the third and fourth ages. London Institute of Education Press.
Promoting collaborative playful experimentation through group playing by ear in higher education
Varvarigou, M. 2017. Promoting collaborative playful experimentation through group playing by ear in higher education. Research Studies in Music Education. 39 (2), pp. 161-176. https://doi.org/10.1177/1321103X17704000
Group playing by ear in higher education: the processes that support imitation, invention and group improvisation
Varvarigou, M. 2016. Group playing by ear in higher education: the processes that support imitation, invention and group improvisation.
‘Play it by ear’ – teachers’ responses to ear-playing tasks during one to one instrumental lessons
Varvarigou, M. 2014. ‘Play it by ear’ – teachers’ responses to ear-playing tasks during one to one instrumental lessons. Music Education Research. 16 (4), pp. 471-484. https://doi.org/10.1080/14613808.2013.878326
‘I owe it to my group members... who critically commented on my conducting’ – Cooperative learning in choral conducting education
Varvarigou, M. 2016. ‘I owe it to my group members... who critically commented on my conducting’ – Cooperative learning in choral conducting education. International Journal of Music Education. 34 (1), pp. 116-130. https://doi.org/10.1177/0255761414535564
Intergenerational music-making – a vehicle for active ageing for children and older people
Varvarigou, M., Hallam, S., Creech, A. and McQueen, H. 2015. Intergenerational music-making – a vehicle for active ageing for children and older people. in: Clift, S. and Camic, P. (ed.) Oxford Textbook of Creative Arts, Health and Wellbeing Oxford Oxford University Press. pp. 259-267
Collaborative playful experimentation in higher education: a group ear playing study
Varvarigou, M. 2016. Collaborative playful experimentation in higher education: a group ear playing study. Arts and Humanities as Higher Education.
Musical ‘learning styles’ and ‘learning strategies’ in the instrumental lesson: the Ear Playing Project (EPP)
Varvarigou, M. and Green, L. 2015. Musical ‘learning styles’ and ‘learning strategies’ in the instrumental lesson: the Ear Playing Project (EPP). Psychology of Music. 43 (5), pp. 705-722. https://doi.org/10.1177/0305735614535460