The empathic nature of the piano accompanist

King, Elaine; Roussou, Evgenia

doi:10.4324/9781315596587-16

Cited by 4 publications

(2 citation statements)

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“…The pianist has to pay attention to all the melodic exchanges that may appear between the solo and accompaniment parts. Interpretation considerations are revealed by unfolding the layers of the score, from difficult passages to harmony and expression (King 2017, body language and the dialog are essential when it comes to building a strong bond with the partner.…”

Section: Discussionmentioning

confidence: 99%

The collaborative pianist – Skills and excellence

ȘUTEU¹

2022

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This article aims to conduct a study on the skills of the collaborative pianist. His role changed during centuries, in terms of requirements and deeply understanding of the repertoire. He became equal to the soloist, especially after 1770, with the arrival of the fortepiano. The keyboard’s importance has increased in the Classical period. Aspects of technique and interpretation highlighted the capacity of a performer. This study refers to the accompanist as a complex figure, with functional pianistic skills, being able to differentiate types of accompaniments, the attributes of different musical eras and sight-reading capabilities. The analysis plays a very important role in the development of the collaborative pianist. For guiding the musical interpretation of a piece, aspects regarding style, musical form and character of the chosen repertoire lead to a deeply analysis and continuous learning in the accompanist career. Excellence in performance, especially when it comes to an ensemble, can be obtain through a list of steps, starting with solving the technical problems, analysis and understanding the meaning of music, the collaborative pianist being the complete musician.

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Section: Discussionmentioning

confidence: 99%

The collaborative pianist – Skills and excellence

ȘUTEU¹

2022

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“…Motor attunement refers to an embodied and sensorially driven response informed by senses such as hearing or seeing, also known as kinesthetic empathy (Reynolds & Reason, 2012). This definition of empathy has also been used in broader research investigating music and empathy (King & Roussou, 2017; King & Waddington, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examining the empathic voice teacher

Fletcher

Davidson

Krause

2023

Research Studies in Music Education

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Empathy enables successful communication and connection between teachers and their students, yet few studies have investigated its specific use in teaching singing. Addressing this gap, we interviewed voice teachers to discover how they articulate their pedagogy in terms of empathic practices and observed one-to-one lessons for evidence of the same. A sample of 27 classical and music theater voice teachers in Australia (70% females, 30% males), aged 35 to 75 years old ( M = 55) were interviewed. Of this cohort, seven teachers were observed in their one-to-one teaching practices. Interviews and observations were analyzed using Interpretative Phenomenological Analysis. Results indicated that voice teachers tailor their practices to the needs of students and demonstrate characteristics of teacher empathy identified in previous literature: effective communication, positive relationships, care, welcoming learning environment, trust, morality, and listening. Empathic teaching facilitates an individualized approach in which singing students are supported and motivated in their own autonomous learning environment. These findings have implications for voice pedagogy that features the use of empathy to benefit future students.

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Working practices of professional piano accompanists outlined through a conceptual framework

Roussou¹

2021

Together in Music

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Working practices of professional accompanists in the solo–accompaniment medium were analyzed as reported by professional musicians, both piano accompanist practitioners and instrumental and vocal soloists. The data collected from two empirical studies, in conjunction with material drawn from pre-existing literature, resulted in the formulation of a conceptual framework of professional piano accompaniment practice. The framework provides a foundation for understanding the working practices of professional accompanists, in terms of the specific and general skills exemplified in their practice. The working practices outlined in this chapter are concerned with four themes central to the framework: interaction, communication, support, and expectations and assumptions. Each theme is illustrated using sample scenarios, providing scope for understanding their application by accompanists, in practice.

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The empathic nature of the piano accompanist

Cited by 4 publications

References 10 publications

The collaborative pianist – Skills and excellence

The collaborative pianist – Skills and excellence

Examining the empathic voice teacher

Working practices of professional piano accompanists outlined through a conceptual framework

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