Using Looper As An Alternative Teaching Tool In Traditional Music Improvisation

Abstract

The aim of the present study was to gather different experiences of using looper as an alternative teaching tool in traditional music improvisation studies and to estimate its effectiveness and usefulness based on the experiences of traditional music students. The main problem of the research is posed as a question: How effective and useful is looper as an alternative teaching tool in traditional music improvisation studies? Data was gathered in two different ways. Observation diary was kept for action research where throughout study year looper was used in improvisation classes and remarks and observations were made. Additionally, half-structured interviews were conducted with the students. Data from observation diary and interviews was analyzed with qualitative content analysis methods. Based on the research, students were considering usage of looper useful, although there appeared a connection between students' previous technological knowledge and readiness to use looper as an alternative tool. On the other hand, students with more thorough knowledge about traditional music basics also tended to support the usage of looper in improvisation studies. Students preferred using looper more in individual lessons rather than group classes. Using looper as an alternative tool for teaching traditional music improvisation is effective if the source of the music is well known for the student and if the usage of looper is balanced. Looper also helps when working with arrangements and individual compositions.