Abstract
Since the restructuring of the musicology course of studies in Graz (Austria), the number of students has increased by up to 132 percent. At the same time, however, serious deficiencies in students’ academic preparatory education has become evident: the area of music-structural analysis is a particular problem, since significant course prerequisites – auditory imagination and differentiation – are often inadequate and can be only partially counteracted through normal curricular measures. The praxis-based teaching concept described in this paper represents an effective method of strengthening the understanding of musical style through the generation of stylistic copies, transcriptions and aberrational exercises. As it allows a measure of creative freedom, the approach is also likely to appeal to students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
