Pub Date : 2024-07-25DOI: 10.1177/19484992241266542
Katy Ieong Cheng Ho Weatherly
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.
{"title":"Using Storytelling to Enrich Expressiveness Among Young String Players","authors":"Katy Ieong Cheng Ho Weatherly","doi":"10.1177/19484992241266542","DOIUrl":"https://doi.org/10.1177/19484992241266542","url":null,"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.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141804413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/19484992241266528
Erkki Huovinen, Sheng-Ying Isabella Weng
Challenges of intonation derive from discrepancies between justly tuned intervals. In theoretical literature, string intonation is depicted as a balancing act between melodic and harmonic ideals, or between distinct tuning systems. However, practical string teachers’ and empirical researchers’ accounts sometimes appear to bypass such theory, focusing instead more informally on listening, kinesthetics, or tools and practice routines. In this survey study, our aim was to see how working string instructors approach questions of intonation, both as teachers and as musicians. A qualitative analysis of 95 Swedish professional string teachers’ responses reveals a rather intuitive approach to the topic, without any traces of intonation theory as such. The participants reported using a rich variety of teaching strategies, but teaching intonation was typically framed simply as helping the student find the right pitch categories. Regarding their own intonation as musicians, the emerging view was that finer pitch adjustments might succeed just by good posture, slow practice, and listening in ensemble contexts. Overcoming the constraints of this practice-based tradition remains an important challenge for string pedagogy in higher music education.
{"title":"String Teachers on the Challenges of Intonation: A Report From Sweden","authors":"Erkki Huovinen, Sheng-Ying Isabella Weng","doi":"10.1177/19484992241266528","DOIUrl":"https://doi.org/10.1177/19484992241266528","url":null,"abstract":"Challenges of intonation derive from discrepancies between justly tuned intervals. In theoretical literature, string intonation is depicted as a balancing act between melodic and harmonic ideals, or between distinct tuning systems. However, practical string teachers’ and empirical researchers’ accounts sometimes appear to bypass such theory, focusing instead more informally on listening, kinesthetics, or tools and practice routines. In this survey study, our aim was to see how working string instructors approach questions of intonation, both as teachers and as musicians. A qualitative analysis of 95 Swedish professional string teachers’ responses reveals a rather intuitive approach to the topic, without any traces of intonation theory as such. The participants reported using a rich variety of teaching strategies, but teaching intonation was typically framed simply as helping the student find the right pitch categories. Regarding their own intonation as musicians, the emerging view was that finer pitch adjustments might succeed just by good posture, slow practice, and listening in ensemble contexts. Overcoming the constraints of this practice-based tradition remains an important challenge for string pedagogy in higher music education.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141804311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/19484992241238989
J. Mick
The purpose of this study was to investigate the rates, widths, and pitches of university double bass players’ vibrato in relation to pitch height, fingers used, and tempo. Forty ( N = 40) undergraduate and graduate double bass players performed excerpts in first, fourth, and thumb positions. The overall mean vibrato rate and width was 5.17 Hz and 19 cents. Analyses indicated that university double bassists employed faster vibrato rates and increased width as they performed in progressively higher registers. The third and fourth fingers vibrated the fastest, but the second finger produced the largest width. Musical examples played with a fast tempo were both faster and wider (5.35 Hz, 20 cents) than musical examples played with a slow tempo (4.94 Hz, 19 cents). Participants vibrated almost equally above and below the in-tune pitch—overall mean pitches of vibrated and non-vibrated tones varied by 1 cent. Music educators may use these results to create more consistent descriptions of double bass vibrato and, potentially, more efficient methods for teaching vibrato.
{"title":"An Analysis of Double Bass Vibrato","authors":"J. Mick","doi":"10.1177/19484992241238989","DOIUrl":"https://doi.org/10.1177/19484992241238989","url":null,"abstract":"The purpose of this study was to investigate the rates, widths, and pitches of university double bass players’ vibrato in relation to pitch height, fingers used, and tempo. Forty ( N = 40) undergraduate and graduate double bass players performed excerpts in first, fourth, and thumb positions. The overall mean vibrato rate and width was 5.17 Hz and 19 cents. Analyses indicated that university double bassists employed faster vibrato rates and increased width as they performed in progressively higher registers. The third and fourth fingers vibrated the fastest, but the second finger produced the largest width. Musical examples played with a fast tempo were both faster and wider (5.35 Hz, 20 cents) than musical examples played with a slow tempo (4.94 Hz, 19 cents). Participants vibrated almost equally above and below the in-tune pitch—overall mean pitches of vibrated and non-vibrated tones varied by 1 cent. Music educators may use these results to create more consistent descriptions of double bass vibrato and, potentially, more efficient methods for teaching vibrato.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/19484992241238994
D. Saccardi
This study examined the status of school orchestra and string programs in Louisiana. A manual web search for string programs in parish school districts, student school affiliations from honor orchestra lists, Louisiana members of the American String Teachers Association (ASTA), and members of the Louisiana Music Educators Association was conducted to determine the approximate number of programs in the state. These data were cross-referenced with available data from the Louisiana Department of Education, which listed course offerings by school. A total of 44 teachers serving 97 schools were identified. Semi-structured interviews were then conducted with five-string teachers and two district arts coordinators from around the state to determine the strengths of current string programs and opportunities for growth. Findings from participant interviews revealed the legacy of school segregation, inadequate funding for public education, competition from non-public schools, and the challenges of maintaining program infrastructure due to limited funding and perennial natural disasters. The results of this study were compared with other statewide string program surveys to situate Louisiana string programs in a national context with implications for string teachers, music teacher education, and professional development offered.
{"title":"Fire on the Bayou: The Status of School Orchestra and String Programs in Louisiana","authors":"D. Saccardi","doi":"10.1177/19484992241238994","DOIUrl":"https://doi.org/10.1177/19484992241238994","url":null,"abstract":"This study examined the status of school orchestra and string programs in Louisiana. A manual web search for string programs in parish school districts, student school affiliations from honor orchestra lists, Louisiana members of the American String Teachers Association (ASTA), and members of the Louisiana Music Educators Association was conducted to determine the approximate number of programs in the state. These data were cross-referenced with available data from the Louisiana Department of Education, which listed course offerings by school. A total of 44 teachers serving 97 schools were identified. Semi-structured interviews were then conducted with five-string teachers and two district arts coordinators from around the state to determine the strengths of current string programs and opportunities for growth. Findings from participant interviews revealed the legacy of school segregation, inadequate funding for public education, competition from non-public schools, and the challenges of maintaining program infrastructure due to limited funding and perennial natural disasters. The results of this study were compared with other statewide string program surveys to situate Louisiana string programs in a national context with implications for string teachers, music teacher education, and professional development offered.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1177/19484992241239010
Tyler J. Goehring
Kantorski examined string education doctoral research between 1935 and 1992 and highlighted potential future areas of research. In this content analysis, I examined dissertations in string education between 1992 and 2022 to determine current trends of doctoral research. I reviewed 393 string education dissertations and coded each to determine the methodology, the content categories, the participants, and the specific instrument(s) the researchers examined. Results indicate that doctoral string education research increased between 1992 and 2022. Historical ( n = 190, 24.55%) and descriptive ( n = 171, 22.09%) research methods were used most frequently. Among the seven main content categories, dissertation authors most frequently examined instructional materials ( n = 170, 21.96%) and historical and biographical topics ( n = 133, 17.18%). The teacher ( n = 66, 8.53%) and the style and genre ( n = 49, 6.33%) categories were least frequently studied. I found that DMA candidates examined instructional materials (16.02%) most frequently while PhD candidates examined students (8.53%) most frequently thus highlighting the differing priorities of performers and educators. Implications and future research directions are discussed.
{"title":"A Content Analysis of Doctoral Research in String Education, 1992–2022","authors":"Tyler J. Goehring","doi":"10.1177/19484992241239010","DOIUrl":"https://doi.org/10.1177/19484992241239010","url":null,"abstract":"Kantorski examined string education doctoral research between 1935 and 1992 and highlighted potential future areas of research. In this content analysis, I examined dissertations in string education between 1992 and 2022 to determine current trends of doctoral research. I reviewed 393 string education dissertations and coded each to determine the methodology, the content categories, the participants, and the specific instrument(s) the researchers examined. Results indicate that doctoral string education research increased between 1992 and 2022. Historical ( n = 190, 24.55%) and descriptive ( n = 171, 22.09%) research methods were used most frequently. Among the seven main content categories, dissertation authors most frequently examined instructional materials ( n = 170, 21.96%) and historical and biographical topics ( n = 133, 17.18%). The teacher ( n = 66, 8.53%) and the style and genre ( n = 49, 6.33%) categories were least frequently studied. I found that DMA candidates examined instructional materials (16.02%) most frequently while PhD candidates examined students (8.53%) most frequently thus highlighting the differing priorities of performers and educators. Implications and future research directions are discussed.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140221610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1177/19484992241231009
Gail V. Barnes, David A. Pope
Understanding the potential relationships between musicians’ different primary personality traits, ages, and their music preferences could be relevant in music teaching and learning. We surveyed participants ( N = 362) from four groups: middle school orchestra students, high school orchestra students, collegiate orchestra students, and in-service music teachers and examined if: (a) there was a relationship between musical preferences of the four age groups, (b) there was a relationship between musicians’ primary personality traits and their preferences of string orchestra repertoire, and (c) there was a relationship between musician’s ages and their primary personality traits. Evidence supported that middle and high school orchestra students prefer music in the Arousal music attribute dimension significantly more than collegiate orchestra students and in-service orchestra teachers. Participants with Extraversion as their primary personality trait preferred repertoire in the Arousal music attribute dimension significantly more than music in the Valence dimension. In addition, Extraversion was the most common primary personality trait for middle school orchestra and collegiate orchestra students, while Conscientiousness was most common for in-service orchestra teachers.
{"title":"Influence of Primary Personality Trait and Age on String Orchestra Music Preference","authors":"Gail V. Barnes, David A. Pope","doi":"10.1177/19484992241231009","DOIUrl":"https://doi.org/10.1177/19484992241231009","url":null,"abstract":"Understanding the potential relationships between musicians’ different primary personality traits, ages, and their music preferences could be relevant in music teaching and learning. We surveyed participants ( N = 362) from four groups: middle school orchestra students, high school orchestra students, collegiate orchestra students, and in-service music teachers and examined if: (a) there was a relationship between musical preferences of the four age groups, (b) there was a relationship between musicians’ primary personality traits and their preferences of string orchestra repertoire, and (c) there was a relationship between musician’s ages and their primary personality traits. Evidence supported that middle and high school orchestra students prefer music in the Arousal music attribute dimension significantly more than collegiate orchestra students and in-service orchestra teachers. Participants with Extraversion as their primary personality trait preferred repertoire in the Arousal music attribute dimension significantly more than music in the Valence dimension. In addition, Extraversion was the most common primary personality trait for middle school orchestra and collegiate orchestra students, while Conscientiousness was most common for in-service orchestra teachers.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1177/19484992241231009
Gail V. Barnes, David A. Pope
Understanding the potential relationships between musicians’ different primary personality traits, ages, and their music preferences could be relevant in music teaching and learning. We surveyed participants ( N = 362) from four groups: middle school orchestra students, high school orchestra students, collegiate orchestra students, and in-service music teachers and examined if: (a) there was a relationship between musical preferences of the four age groups, (b) there was a relationship between musicians’ primary personality traits and their preferences of string orchestra repertoire, and (c) there was a relationship between musician’s ages and their primary personality traits. Evidence supported that middle and high school orchestra students prefer music in the Arousal music attribute dimension significantly more than collegiate orchestra students and in-service orchestra teachers. Participants with Extraversion as their primary personality trait preferred repertoire in the Arousal music attribute dimension significantly more than music in the Valence dimension. In addition, Extraversion was the most common primary personality trait for middle school orchestra and collegiate orchestra students, while Conscientiousness was most common for in-service orchestra teachers.
{"title":"Influence of Primary Personality Trait and Age on String Orchestra Music Preference","authors":"Gail V. Barnes, David A. Pope","doi":"10.1177/19484992241231009","DOIUrl":"https://doi.org/10.1177/19484992241231009","url":null,"abstract":"Understanding the potential relationships between musicians’ different primary personality traits, ages, and their music preferences could be relevant in music teaching and learning. We surveyed participants ( N = 362) from four groups: middle school orchestra students, high school orchestra students, collegiate orchestra students, and in-service music teachers and examined if: (a) there was a relationship between musical preferences of the four age groups, (b) there was a relationship between musicians’ primary personality traits and their preferences of string orchestra repertoire, and (c) there was a relationship between musician’s ages and their primary personality traits. Evidence supported that middle and high school orchestra students prefer music in the Arousal music attribute dimension significantly more than collegiate orchestra students and in-service orchestra teachers. Participants with Extraversion as their primary personality trait preferred repertoire in the Arousal music attribute dimension significantly more than music in the Valence dimension. In addition, Extraversion was the most common primary personality trait for middle school orchestra and collegiate orchestra students, while Conscientiousness was most common for in-service orchestra teachers.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1177/19484992231195009
Elizabeth W. Chappell, Kelsey Nussbaum
The purpose of this descriptive study was to examine enrollment in string orchestra instruction across Texas. Three central research questions guided the investigation: (a) How well is orchestra represented in districts and schools across the state of Texas? (b) What are the characteristics (FRPL eligibility, locale, student race/ethnicity, size/UIL classification) of schools with orchestra programs in Texas? and (c) How do program enrollment and UIL participation vary among these characteristics? Using 2015–2016 enrollment data collected by the Texas Education Agency, we examined string enrollment within secondary traditional public schools in the state. Major findings were that more than two-thirds of schools offering strings were Title I eligible campuses and enrollment on urban, Title I eligible, and African American or Hispanic majority campuses had lower string enrollments than their suburban, non-Title I, and White majority counterparts.
{"title":"Who Has Access to Strings? Description of Public Schools With Orchestra Programs in Texas","authors":"Elizabeth W. Chappell, Kelsey Nussbaum","doi":"10.1177/19484992231195009","DOIUrl":"https://doi.org/10.1177/19484992231195009","url":null,"abstract":"The purpose of this descriptive study was to examine enrollment in string orchestra instruction across Texas. Three central research questions guided the investigation: (a) How well is orchestra represented in districts and schools across the state of Texas? (b) What are the characteristics (FRPL eligibility, locale, student race/ethnicity, size/UIL classification) of schools with orchestra programs in Texas? and (c) How do program enrollment and UIL participation vary among these characteristics? Using 2015–2016 enrollment data collected by the Texas Education Agency, we examined string enrollment within secondary traditional public schools in the state. Major findings were that more than two-thirds of schools offering strings were Title I eligible campuses and enrollment on urban, Title I eligible, and African American or Hispanic majority campuses had lower string enrollments than their suburban, non-Title I, and White majority counterparts.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/19484992231195012
Elizabeth A. Reed
Professional teaching videos could be a powerful resource for shaping music teacher identity (MTI). This study examined preservice and inservice string instrument teachers’ (SITs) ( N = 3) preservice and inservice teaching videos to perceive similarities and differences in MTI to reveal professional growth over time. Results indicated that the SITs evolved with experience, knowledge of self, and self-assessment through reflection. MTI development results from teachers’ receptiveness to professional development over time and their ability to adapt to changing contextual environments.
{"title":"Music Teacher Identity: The Use of Videos in Teachers’ Self-Reflections of Their Past and Present Teaching Effectiveness","authors":"Elizabeth A. Reed","doi":"10.1177/19484992231195012","DOIUrl":"https://doi.org/10.1177/19484992231195012","url":null,"abstract":"Professional teaching videos could be a powerful resource for shaping music teacher identity (MTI). This study examined preservice and inservice string instrument teachers’ (SITs) ( N = 3) preservice and inservice teaching videos to perceive similarities and differences in MTI to reveal professional growth over time. Results indicated that the SITs evolved with experience, knowledge of self, and self-assessment through reflection. MTI development results from teachers’ receptiveness to professional development over time and their ability to adapt to changing contextual environments.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/19484992231195014
Anna Hiemstra, Makiko Sadakata
Playing the violin demands highly skilled motor performance, including advanced bimanual coordination and controlled, independent movement of fingers. Through existing literature, the current study aims to demonstrate how young children’s motor development relates to the motor demands of violin playing, specifically the demands on the left hand, the right hand, bimanual coordination, and posture. From literature on movement patterns in skilled violinists as well as literature pertaining to motor development between the ages of 4 and 7, connections were highlighted between developmental sequences in this age group and violin-specific skills. Generally observable motor issues relevant to violin playing were found to include intra- and inter-limb motor overflow, postural changes in growing children, and the proximodistal direction of gross and fine motor development. We suggest that further research on effective and age-appropriate movement teaching has the potential to inform violin pedagogues about finding more effective solutions for motor issues encountered in this age group.
{"title":"Examining the Interaction Between Motor Development and Early Violin Learning","authors":"Anna Hiemstra, Makiko Sadakata","doi":"10.1177/19484992231195014","DOIUrl":"https://doi.org/10.1177/19484992231195014","url":null,"abstract":"Playing the violin demands highly skilled motor performance, including advanced bimanual coordination and controlled, independent movement of fingers. Through existing literature, the current study aims to demonstrate how young children’s motor development relates to the motor demands of violin playing, specifically the demands on the left hand, the right hand, bimanual coordination, and posture. From literature on movement patterns in skilled violinists as well as literature pertaining to motor development between the ages of 4 and 7, connections were highlighted between developmental sequences in this age group and violin-specific skills. Generally observable motor issues relevant to violin playing were found to include intra- and inter-limb motor overflow, postural changes in growing children, and the proximodistal direction of gross and fine motor development. We suggest that further research on effective and age-appropriate movement teaching has the potential to inform violin pedagogues about finding more effective solutions for motor issues encountered in this age group.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43625772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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