Using Storytelling to Enrich Expressiveness Among Young String Players

Abstract

Utilizing Participatory Action Research (PAR), this study centered on the experiences of three young string players and a violin instructor employing storytelling as an approach to enhance expressiveness. Collaborating with the violin instructor to craft an initial approach and framework for the young string players, it was revealed that storytelling approach positively shapes the connection between young string players and their learning. The findings indicated that the storytelling approach facilitated a profound comprehension of tonality, form, articulations, and dynamics, converting technical aspects into elements with which young string players could meaningfully engage. By converting technical intricacies into relatable and expressive components, the storytelling approach emerges as a dynamic pedagogical tool that bridges the gap between theoretical understanding and practical musical engagement for young string players.