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Title: Use and function of traditional Greek music in music schools of Greece
Author: Dionyssiou, Zoe
ISNI:       0000 0001 3425 2140
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2002
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The introduction of folk music in Greek state education during the late 1980s reflects the interest modern Greek society has for traditional arts, and creates new research areas for music education. This thesis examines the use and function of Greek traditional music in the Music Schools of Greece. Traditional music in education is analysed with reference to its place in Greek society, taking into account the following trends of the 20th century: modernisation, urbanisation and globalisation. The project examines the ways traditional music is taught, its effect on music education, and the views of teachers and students on the subject. Literature in ethnomusicology, sociology of music, and music education suggests a broad analytical theoretical framework. This consists of a three-strand set of dynamic tensions: a) local and global musical domains, b) preservation and innovation, and c) formal and informal educational processes and structures. This framework illuminates the use and function of traditional music in Greek society and raises theoretical and practical issues concerning the place of traditional music in music education. The particular focus is on Greek Demotiki and Byzantine music. A systematic study of these was first introduced in the Greek Music Schools, when they were founded in 1988. The existing twenty-six schools were the object of my investigation. The methodology consisted of a questionnaire answered by 313 music teachers; 11 semistructured interviews with teachers, 7 semi-structured interviews with heads of the schools, 3 semi-structured interviews with members of the Arts Committee for the schools, 17 group interviews with students, and a convenience sample of 13 classroom observations. The data show that traditional music undergoes change when introduced in formal education. A standard repertory is acquired, aural learning is significantly reduced in favour of notation-based learning, the music becomes less exploratory, and becomes a personal rather than communal experience. The changes vary depending on particular teachers' musical background and specialisation. Even so, folk traditions remain lively in the school, and students become enthusiastic, even though music functions in a different way in their lives from the way it functioned in traditional communities. The investigation revealed that traditional music in Greek education effectively offers opportunities for young people to study and appreciate their culture. The introduction of traditional music promotes music both as social reproduction and symbolic representation, and supports their mutual importance in the educational process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available