Singing in the Contemporary Traverso Classroom

Abstract

This research aims to study the usage and effects of singing as a tool for contemporary traverso pedagogy. It is also intended to shed light on the historical usage of singing tools in the professional-musician training from the 16th to the 18th century. The data was collected through a semi-structured expert interview, and the emerging themes analyzed through an epistemological framework, including theories of Deweyan pragmatism and tacit knowledge. Sources within Historically Informed Performance (HIP) were consulted to achieve an overview of the field and the historical use of singing tools in music education. The results suggest various advantages for singing in traverso tuition, such as improved intonation, togetherness and phrasing. A strong theme of “naturality” also emerged in conjunction with singing, which can be linked to the rhetorical practices of the pre-Romantic centuries. However, singing might also be experienced awkward, or some tools confusing, and thus be incorporated into the classroom with care.