As musicians we know what a buzz we get when playing with others, in contrast to practising when it's just us and our instrument. As teachers we know that many of our pupils need some help and inspiration when playing at home. I'm a big fan of backing-tracks, as they can provide that feeling (or illusion perhaps) of music-making being a communal activity.
Benefits
There are some clear benefits of using tracks, both in lessons and for home practice:
- They offer harmonic and rhythmic support
- They can make the player feel like they are ‘in a band’
- Scales and exercises are more interesting with musical backing
- Tracks come in various styles and genres
- They can be sourced online and are often included with tutor/method books
- Tempos can be adjusted.
When teaching, I take my trusty Bluetooth speaker with me and I have an instant ‘band’ at my fingertips. Pupils tell me they like the support of the tracks: ‘Miss, it helps me know when to play and when to stop’; ‘It feels like I'm playing a real song!’
Improved performance
A 2014 study by Finnish music pedagogues Pirkko Juntunen, Inkeri Ruokonen and Heikki Ruismäki posed this question:
Can the systematic pedagogy and methodology developed by generations of music educators profit from … technology-based teaching methods such as playback of the music? Is it a more efficient and motivating home practice method than learning from a printed score without playback, and does it generate better quality of playing together and communication in a group?
The study carried out an experiment with conservatoire string players who were learning the theme to the James Bond film You Only Live Twice. One group practised to an orchestral backing-track, another practised from the notation only. The groups were assessed by professional violin teachers before and after the practice period. They found that both groups had improved, but the group that had access to the backing-track had improved faster, despite being at a lower standard at the beginning of the period.
Capturing the mood
Improvement was found in a number of musical features including tempo/pulse and the overall performance and style. Interestingly, more improvement was found in the right hand (the bowing hand) than in the left, with enhancement in tone production and the character and atmosphere of the music. This study concluded that playing with the recording significantly boosted the players' ability to connect with the emotion of the music – ‘expressing the atmosphere from the very start’. Clearly, hearing the performers on the track meant that players in the study could emulate the musical expression and communicate more effectively themselves.
This result relies on the backing-track being of good quality. This is crucial, for excellent tracks can sound authentic and exciting. However, there are still tutor books that use midi tracks with dodgy sounds and corny beats – be discerning about the tracks you choose.
Bradley Sowash, an American pianist and jazz educator, sums up the efficacy of the backing-track (2018): ‘Playing with a snazzy drum groove is simply more compelling than practising with a metronome.’ Yes, it is! He points out the usefulness of tracks for student pianists to learn ensemble skills, particularly in a band context where the piano is part of the rhythm section with bass/drums. He also covers some of the technicalities of using tracks, and the pros and cons of how to source them.
The hazards of live accompaniment
An article by Naomi Yandell in The Strad (June 2023) points out some disadvantages. A pre-recorded track is always the same, and if pupils get used to playing with tracks, they may well feel out of their comfort zone when playing with live accompaniment and all it entails – eye contact, counting in, phrasing together, moveable tempos – where the performance is different every time. Yandell reminds us of the value of playing with live musicians where possible: ‘Let's not forget the value and enjoyment of playing in the moment, so that our students are ready for anything.’
Start with music
Tracks used as an integral, musical part of instrumental lessons can have many uses. For instance, have a ‘setting up’ track playing while pupils come in. Some instruments take a while to assemble and lessons are short, so be prepared: it could be a piece you're currently working on, the next piece in the book, or something completely new to inspire progress. Talk about the music:
- If it were film music, what would the film or cartoon be about?
- Can you describe the music in words?
- What speed/tempo is it – use musical terminology, relating the words to practical examples
- Pulse – are pupils feeling the music while setting up their instruments?
- What style/genre/historical period is the music from? Have a musical discussion.
By hearing music playing from the start, pupils internalise musical characteristics without thinking; once the student is ready, you can move smoothly into a warm-up over the track, or into playing a piece.
Improvisation
Backing-tracks generate the perfect environment for developing creative skills – the teacher is free to model over the track, demonstrating musical ideas for students to copy back or use as inspiration for a musical answer. This is also a great way to try out various styles/genres – the iReal Pro app, for instance, has pre-made chord progressions, and it's easy to change the style/key/tempo and input your own chord sequence.
With preparation and the right equipment, backing-tracks can be an essential teaching tool; and if pupils can access tracks at home, that's even better. If you're not yet using them, have a go, remembering to find that balance between recorded and live accompaniment where possible.
Juntunen, P., Ruokonen, I. and Ruismäki, H. (2014) ‘The impact of playback in learning musicianship skills and musical communication’, Interdisciplinary Journal for Music and Art Pedagogy, CFMAE (6)- Sowash, B. (2018) MTNA handout, tinyurl.com/49h25h55
- Yandell, N. (June 2023) ‘Opinion: The pros and cons of backing tracks’, The Strad
- irealpro.com
