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Tra­di­ti­o­nal instru­ments in pub­lic Music Secon­dary Scho­ols and Univer­si­ties of Gre­ece: Methods of transmis­sion and teaching

Živá hudba 2019/10
Antonis Ververis → Stati a studie
❐ abstrakt «international»

Abstract
For researchers of Greek traditional music, 1988 is regarded as a landmark year, as it coincides with the founding of the first public Music Secondary School in Greece. One of the innovations of these schools was the inclusion of Greek traditional instruments in their curricula, for the first time in a state educational institution. By September 2019, there were 47 such schools operating in most major Greek cities. During the first 30 years of their existence, Music Secondary Schools seem to have made an important contribution to the field of traditional music, as re­flected by the significant number of graduates who are professionally active today – either as performers or teachers. It should be mentioned that the first teachers of traditional instruments in these schools were professionally active folk musicians, who had “learned” their art orally. Interestingly, as most of them had no previous formal training in music or pedagogy, they were given the title empirotechnis (εμπειροτέχνης), which can be translated as “craft­sperson by experience”. A second attempt at the “institutionalization” of traditional music in Greece took place in 2000, when two university schools of music started offering bachelor’s degrees with this specialization, meeting a work­force need for “formally trained” teachers of traditional instruments. This paper explores the shift from informal to formal music teaching and learning of traditional Greek instruments by examining related studies over the last 30 years, with a special focus on methods of transmission.

Tags → orality, literacy, tradi­tional music, formal music learning

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