The training paths of the accompanying pianist: the case of Portugal and Lithuania

Abstract

The study aims to discursively identify similarities and differences in the training path of the accompanying pianist in high music education systems in Portugal and Lithuania. In order to answer the research goals, we took a qualitative, descriptive and interpretative approach. For the comparison of the parameters of the educational system of Portugal and Lithuania we used the four stages: (i) description; (2) interpretation; (iii) juxtaposition; (iv) comparison. The results reveal some differences between the two countries in training paths of the accompanying pianist.