Abstract
Performance/analysis discourse has largely overlooked one crucial area of potential relationship; that between music analysis and music education. After assessing the notion that music analysis may help performance teachers to fulfil their role as music educators, this article presents a study which would begin to assess (a) the effects of an analytical approach on one-to-one instrumental lessons, and (b) the general attitudes of performance teachers towards music analysis, continuing on to suggest ways in which music analysis and instrumental teaching might be integrated.
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