Strategies for Teaching Strings

Strategies for Teaching Strings

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Description

Strategies for Teaching Strings, Second Edition, is an essential guide for prospective, novice, and experienced string teachers alike. Designed for use in undergraduate-level string methods, techniques, and pedagogy courses, this text provides all the information necessary to develop and manage a successful school-based string or orchestra program at elementary through secondary levels. Acclaimed instructors Donald L. Hamann and Robert Gillespie share their years of experience in teaching, research, and advocacy in this comprehensive volume. Based on national standards for teaching strings and orchestra, the text begins by introducing the string instrument family and presenting an overview of the school orchestra program. Subsequent chapters - divided into three levels of string competency corresponding to elementary, middle, and high school skills - cover performance goals and objectives, strategies for teaching technical and performance skills, and solutions to common playing problems for each ability level. Rehearsal planning and preparation, rehearsal techniques, practical approaches to teaching improvisation, student recruitment and retention, and choosing literature for the school orchestra are also covered. The Second Edition includes an integrated DVD, which goes beyond the text's illustrations and photographs to demonstrate playing techniques, fingering positions, and teaching strategies in action. Other new features in the Second Edition include new lists of resources for instructors and students at chapter ends, reworked chapters on preparing for and conducting rehearsals, and an enhanced appendix of additional pedagogical resources.show more

Product details

  • Spiral bound | 288 pages
  • 154.94 x 231.14 x 17.78mm | 385.55g
  • Oxford University Press Inc
  • New York, United States
  • English
  • Revised
  • 2nd Revised edition
  • 8 p/u 3 new 68 p/u 269 lines music p/u
  • 0195369122
  • 9780195369120
  • 1,311,981

Table of contents

PREFACE; 1. The String Instrument Family; INSTRUMENTS; BOWS; ACCESSORIES AND SUPPLIES; SELECTING STRING INSTRUMENTS; CARE AND MAINTENANCE OF STRING INSTRUMENTS AND BOWS; SUMMARY; RESOURCES; 2. The School Orchestra Program; A BRIEF HISTORY OF ORCHESTRA PROGRAMS; VALUES OF ORCHESTRA PROGRAMS IN THE SCHOOL MUSIC CURRICULUM; STRATEGIES FOR DEFENDING THE SCHOOL ORCHESTRA PROGRAM; DEVELOPING COMMUNITY SUPPORT FOR THE ORCHESTRA PROGRAM; THE SCHOOL ORCHESTRA CURRICULUM; ENHANCING THE ORCHESTRA CURRICULUM; REFERENCES; ADDITIONAL RESOURCES; 3. Beginning String Class Instruction; GUIDING PRINCIPLES FOR TEACHING BEGINNING STRING CLASSES; PERFORMANCE GOALS AND OBJECTIVES OF FIRST- AND SECOND-YEAR STRING CLASSES; ROTE-TO-NOTE TEACHING SEQUENCE; STRATEGIES FOR DETERMINING PROPER INSTRUMENT SIZES; RECOMMENDED SEATING CONFIGURATION FOR BEGINNING STRING CLASSES; PEDAGOGY FOR TEACHING INSTRUMENT POSITION; CREATING LESSON PLANS FOR BEGINNING STRING CLASS INSTRUCTION; ADDITIONAL INSTRUMENT POSITION TEACHING STRATEGIES; LEFT-HAND SHAPE: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING THE LEFT-HAND SHAPE; PEDAGOGY FOR TEACHING PIZZICATO; PEDAGOGY FOR TEACHING BEGINNING FINGER PLACEMENT; BOWING INSTRUCTION: GENERAL GUIDELINES; BOW HAND SHAPE: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING BOW HAND SHAPE; SOUND PRODUCTION PRINCIPLES; DETACHE BOWING: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING DETACHE BOWING; BEGINNING STRING CROSSINGS: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING STRING CROSSINGS; STACCATO AND HOOKED BOWINGS: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING STACCATO AND HOOKED BOWINGS; PEDAGOGY FOR TEACHING SLURS; AURAL SKILL DEVELOPMENT IN BEGINNING CLASSES: GENERAL GUIDELINES; PEDAGOGY FOR TEACHING BEGINNING AURAL SKILLS; STRATEGIES FOR TEACHING INSTRUMENT TUNING IN BEGINNING STRING CLASSES; PROBLEM SOLVING: BEGINNING STUDENTS COMMON PLAYING PROBLEMS AND SOLUTIONS; REFERENCES; ADDITIONAL RESOURCES; 4. Intermediate String Class Instruction; PERFORMANCE GOALS AND OBJECTIVES OF THIRD- AND FOURTH-YEAR STRING CLASSES; PEDAGOGY FOR TEACHING PARALLEL BOWING; PEDAGOGY FOR TEACHING SMOOTH DIRECTION CHANGES; PEDAGOGY FOR TEACHING TONE PRODUCTION AT DIFFERENT DYNAMIC LEVELS; PEDAGOGY FOR TEACHING MODERATE-TO-FASTER TEMPO STRING CROSSINGS; PEDAGOGY FOR TEACHING SLURRING MORE THAN FOUR NOTES; PEDAGOGY FOR TEACHING MARTELE BOWING; PEDAGOGY FOR TEACHING BASIC SPICCATO; PEDAGOGY FOR TEACHING CONSISTENT LENGTHENED AND BALANCED BODY POSTURE; PEDAGOGY FOR REFINING INSTRUMENT POSITION; INTERMEDIATE LEFT-HAND SKILLS: GENERAL GUIDELINES; PEDAGOGY FOR REFINING LEFT-HAND SHAPES; PEDAGOGY FOR TEACHING CELLO EXTENSIONS; SHIFTING: GENERAL PRINCIPLES; PEDAGOGY FOR TEACHING SHIFTING; VIBRATO: GENERAL PRINCIPLES; PEDAGOGY FOR TEACHING VIBRATO; DOUBLE BASS PIVOTING: GENERAL GUIDELINES; PEDAGOGY FOR DEVELOPING INTERMEDIATE AURAL SKILLS IN THE SCHOOL ORCHESTRA; INTERMEDIATE INSTRUMENT TUNING; PROBLEM SOLVING: INTERMEDIATE STUDENTS COMMON PLAYING PROBLEMS AND SOLUTIONS; 5. Advanced String Class Instruction; GOALS AND OBJECTIVES OF ADVANCED PLAYING SKILLS; PEDAGOGY FOR TEACHING EXPRESSIVE DETACHE BOWING; PEDAGOGY FOR TEACHING LOURE (PORTATO) BOWING; PEDAGOGY FOR TEACHING SUL TASTO BOWING; PEDAGOGY FOR TEACHING PONTICELLO BOWING; PEDAGOGY FOR TEACHING CONTROLLED TREMOLO BOWING; PEDAGOGY FOR TEACHING COLLE BOWING; PEDAGOGY FOR TEACHING FAST STRING CROSSINGS; PEDAGOGY FOR TEACHING EXPRESSIVE SPICCATO; TWO-OCTAVE SCALES THROUGH FOUR SHARPS AND FOUR FLATS: GENERAL GUIDELINES; PEDAGOGY FOR REFINING SHIFTING; PEDAGOGY FOR REFINING VIBRATO; PEDAGOGY FOR DEVELOPING ADVANCED AURAL SKILLS IN THE SCHOOL ORCHESTRA; ADVANCED INSTRUMENT TUNING; PROBLEM SOLVING: ADVANCED STUDENTS COMMON PLAYING PROBLEMS AND SOLUTIONS; ADDITIONAL RESOURCES; 6. Preparing for Your Orchestra Rehearsal; PREPARING YOUR REHEARSAL ROOM AND EQUIPMENT; FACTORS TO CONSIDER IN THE PREPARATION OF YOUR REHEARSAL STRATEGIES; DIFFERENCES AND COMMONALITIES IN TEACHING WIND, BRASS, AND STRING INSTRUMENTS; CHOOSING MUSIC FOR YOUR GROUPS; SCORE PREPARATION; LESSON PLANNING; AUDITIONS/TRYOUTS; NEARING THE REHEARSAL; REFERENCES; RESOURCES; 7. Conducting Your Rehearsal; TUNING; WARM-UPS; REVIEW OF OLD AND INTRODUCTION OF NEW MATERIALS; SIGHT-READING; END OF THE REHEARSAL; TROUBLE-SHOOTING DURING REHEARSALS; EFFECTIVE TEACHER/DIRECTOR PRESENTATION; OTHER CONSIDERATIONS; 8. Practical Approaches to Teaching Improvisation in the School Orchestra; A CREATIVE DRONE APPROACH; A RIFF APPROACH; A CALL-AND-RESPONSE OR QUESTION-AND-ANSWER APPROACH; A CHORDAL APPROACH; A RHYTHMIC OSTINATO APPROACH; SUMMARY; REFERENCES; ADDITIONAL RESOURCES; 9. String Student Recruitment and Retention; PHILOSOPHY; WHY CHILDREN CHOOSE TO PLAY INSTRUMENTS; PREPARATION FOR RECRUITMENT; RECRUITMENT PROCEDURES; RETENTION; REFERENCES; ADDITIONAL RESOURCES; 10. Method Books and Music for the School Orchestra; STRING METHOD BOOKS AND METHOD BOOK EVALUATION CRITERIA; RECOMMENDED PUBLISHERS; STRING AND FULL ORCHESTRA LITERATURE: CRITERIA FOR GRADE-LEVEL DISTINCTIONS; REFERENCES; ADDITIONAL RESOURCES; APPENDIX A: CORRELATED STRING ORCHESTRA MUSIC AND TEACHING STRATEGIES TO DEVELOP BOWING AND LEFT-HAND PLAYING SKILLS; APPENDIX B: THE NATIONAL STANDARDS; APPENDIX C: THE SURVEY OF TEACHING EFFECTIVENESS (STE); APPENDIX D: ADDITIONAL PEDAGOGICAL RESOURCES; INDEXshow more

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