Abstract
The purpose of this recent study is to create new, music technology-based solutions for orchestra learning and teaching. In the Playback Orchestra (PO) method, students learn their orchestra parts with the support of an auditory model: the playback of the full score. In a score written with a notation programme, the tempo, instrumentation and dynamic changes can easily be edited and the scores can be sent via email to the students to be printed, listened to and played. In this recent quasi-experimental study, the playing skills of the students were evaluated by video before and after the learning period by two professional violin teachers. The test group learned their orchestral parts by using the Playback Orchestra method and the control group played and studied music from printed copies. The aim was to determine whether playback has the intended effect on learning music. It was found that there were significant differences between the study groups in learning a first violin score of a chamber music composition. The communication skills, tonality-based intonation and expression of dynamic marks developed faster in the test group during the practice period.
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