Pipe, Liz (2015) The use of expressive gesture and non-verbal communication skills in popular music performance pedagogy. In: Research in Popular Music Education: A One-Day Symposium, 23 July 2015, Huddersfield, UK. (Unpublished)

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Abstract

Musicians often spend years learning their craft, and the majority of the teaching they receive focuses on the honing of technical ability; the importance of which should not be underestimated. Yet, the area of expressive performance can be commonly neglected in favour of technical development by those responsible for the development of musical skills in performing musicians. Paradoxically, the importance of bodily expression is rarely questioned, but nonetheless very few (popular) musicians have received formal training on, or even an awareness of, the different elements which make a performance visually stimulating and engaging. The opposing aspects of technical security and expressive delivery within music performance require different consideration, and it is important to acknowledge the significance of the performer’s expressive qualities and their ramifications on the delivery of the given performance. Supported by extracts of original video footage of rehearsals, live performances, and interviews with both undergraduate students and professional practitioners, this paper examines the importance of expressive gesture and other non-verbal communication skills in popular music performance.

Through an interdisciplinary theoretical framework, and by using a practice-led methodology, three main areas are discussed:
1) How the inclusion of gesture, and other non-verbal elements, affects the perceived delivery of the performance by the musicians.
2) The relationship between the gesture and the musical performance.
3) The best way of amalgamating this area into the curriculum of popular music performance education.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Performing arts Music
Depositing User:	Elizabeth Pipe
Date Deposited:	09 Jun 2016 18:22
Last Modified:	28 Aug 2021 07:07
URI:	https://repository.uwl.ac.uk/id/eprint/2442

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