Effective piano accompaniment training for music teachers and performers - a case study from Turkey and North Cyprus

This study explores accompaniment playing in higher education in Turkey and Northern Cyprus with a specific focus on a module in accompaniment playing delivered in the Eastern Mediterranean University. The aim of the current study is to explore existing approaches to accompaniment tuition and investigate the extent to which 14 weeks of specific training can support the development of piano accompaniment skills in HE students. Accompaniment playing is an important and necessary skill for all types of musicians. While recent studies indicate that accompaniment playing is generally taught in group piano lessons and is mostly offered for four semesters, the approach varies and there is no recognised standard model for this form of training in Northern Cyprus and Turkey. The proposed training therefore builds on elements of existing models, and highlights a range of necessary skills and understandings for students.
In examining the effectiveness of the module, the current study involves both qualitative and quantitative data collection tools, including questionnaires, interviews and a focus group along with pre and post-tests. The range of participants includes accompaniment-playing tutors and both past and presents students with experience of the MAP.

The research findings reveal a range of essential components which are vital in the development of effective accompaniment skills. The current study recommends that effective piano accompaniment playing training should be organized in small groups and cover both teaching how to play an existing accompaniment for a soloist/ensemble and how to create an accompaniment for a melody. The proposed training focuses on both theoretical and practical elements which can help prepare young musicians for work in the professional field by providing active learning in a range of genres. This new, formal approach to accompaniment playing tuition therefore develops creative thinking and creative skills, contributes to the employability of students and enhances intrinsic motivation and self-efficacy beliefs.