Strategies for Teaching Strings Building A Successful String and Orchestra Program

Strategies for Teaching Strings: Building a Successful String and Orchestra Program, Fourth Edition, is an essential guide for prospective, novice, and experienced string teachers alike. This comprehensive text provides all the information necessary to develop and manage a successful school-based program. Based on the national standards for teaching strings and orchestra, the text covers performance objectives, strategies for teaching technical and performance skills, and solutions to common playing problems for elementary, middle, and high school skill levels. It also offers rehearsal strategies to develop large-group ensemble techniques, practical approaches to teaching improvisation, and advice on how to increase student recruitment and retention.

Donald L. Hamann is Professor of Music Education and Strings in the Fred Fox School of Music at the University of Arizona.

Robert Gillespie is Professor of Music at The Ohio State University, where he coordinates string teacher preparation for the largest string pedagogy program in the nation.

Strategies for Teaching Strings Companion Website Video Content
Preface
How To Use The Book

Chapter 1. The String Instrument Family
Instruments
Bows
Accessories and Supplies
Selecting String Instruments
Care and Maintenance of String Instruments and Bows
Summary
Resources

Chapter 2. Beginning String Class Instruction
Guiding Principles for Teaching Beginning String Classes
Recommended Seating Configuration for Beginning String Classes
Performance Goals and Objectives of First- and Second-Year String Classes
Strategies for Determining Proper Instrument Sizes
Pedagogy for Teaching Instrument Position
Creating Lesson Plans for Beginning String Class Instruction
Body Posture Teaching Strategies
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
Détaché Bowing: General Guidelines
Pedagogy for Teaching Détaché Bowing
Beginning String Crossings: General Guidelines
Pedagogy for Teaching String Crossings
Staccato and Hooked Bowings: General Guidelines
Pedagogy for Teaching String 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

Chapter 3. Intermediate Sting 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 Martelé 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
References
Additional Resources

Chapter 4. Advanced String Class Instruction
Goals and Objectives of Advanced Playing Skills
Pedagogy for Teaching Expressive Détaché Bowing
Pedagogy for Teaching Louré (Portato) Bowing
Pedagogy for Teaching Sul Tasto Bowing
Pedagogy for Teaching Ponticello Bowing
Pedagogy for Teaching Controlled Tremolo Bowing
Pedagogy for Teaching Collé Bowing
Pedagogy for Teaching Fast String Crossings
Pedagogy for Teaching Expressive Spiccato
Two-Octave Scales through Four Sharps and Four Flats: General Guidelines
Introducing Three-Octave Scales: 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
References
Additional Resources

Chapter 5. The School Orchestra Program
A Brief History of Orchestra Programs in the Schools
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

Chapter 6. Preparing for Your Orchestra Rehearsal
Preparing Your Rehearsal Room and Equipment
Factors to Consider in the Preparation of Your Rehearsal Strategies
Differences and Commonalties in Teaching Wind, Brass, and String Instruments
Choosing Music for Your Groups
Score Preparation
Lesson Planning
Auditions/Tryouts
Nearing the Rehearsal
References
Additional Resources

Chapter 7. "Conducting" Your Rehearsal
Tuning
Warm-Ups
Review of Old and Introduction of New Materials
Sight Reading and Improvisation
End of the Rehearsal
Troubleshooting During Rehearsals
Effective Teacher/Director Presentation
Other Considerations
Resources

Chapter 8. Practical Approaches to Teaching Improvisation in the School Orchestra
Rationale
Improvisation Teaching Strategies
A Creative Drone Approach
A Riff Approach
A Call-and-Response or Question-and-Answer Approach
A Chordal Approach
A Rhythmic Ostinato Approach
Martin Norgaard Six Step Exercises
Riff Around
D Blues
A Four-Bar Approach: Play 2 Bars-Improv-Play 1 Bar
Summary
References
Additional Resources

Chapter 9. Using Technology in Your Rehearsal
First Steps
Additional Resources

Chapter 10. String Student Recruitment and Retention
Philosophy
Why Children Choose to Play Instruments
Preparation for Recruitment
Recruitment Procedures
Retention
References
Additional Resource

Chapter 11. Method Books and Music for the School Orchestra Program
Guidelines for Choosing Music
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 ASTA National String Teaching Standards
Appendix C: The Survey of Teaching Effectiveness
Appendix D: Additional Pedagogical Resources

Index