Pub Date : 2011-07-01DOI: 10.1177/194849921100200001
G. Barnes
In order for research to be relevant and applicable, it is important for us to remember our constituency. Our students and colleagues in the public schools may see research as something abstract and distant, but string education researchers are conducting studies in a variety of areas such as student teaching, vibrato, mentorship of first-year teachers and chamber music, to name only a few. Collaborating with our current students and public school colleagues may offer opportunities for greater understanding on both sides of this imaginary dividing line.
{"title":"Forum: Collaboration for Our Greater Good 1","authors":"G. Barnes","doi":"10.1177/194849921100200001","DOIUrl":"https://doi.org/10.1177/194849921100200001","url":null,"abstract":"In order for research to be relevant and applicable, it is important for us to remember our constituency. Our students and colleagues in the public schools may see research as something abstract and distant, but string education researchers are conducting studies in a variety of areas such as student teaching, vibrato, mentorship of first-year teachers and chamber music, to name only a few. Collaborating with our current students and public school colleagues may offer opportunities for greater understanding on both sides of this imaginary dividing line.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921100200001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65903093","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 : 2011-07-01DOI: 10.1177/194849921100200005
J. Russell, Donald. L Hamann
We examined music teacher perceptions regarding the impact of string programs on overall music programs in K-12 schools. Research questions included: (1) What are the perceived positive and negative program and student outcomes? (2) What are the underlying issues of music teachers’ perceptions about the positive and negative impacts of string programs? (3) How do these underlying issues compare with one another (negative and positive)? and (4) What relationships, if any, exist between fixed factors and the perceptions of the impact of string programs? Questionnaires were sent to all MENC members in two Southwestern MENC states. Data from participants (n = 308) were analyzed using principal components analyses and correlation analyses. A majority of music teachers felt that string programs were beneficial and offered opportunities for student development as well as expanded opportunities within a music program. Concerns included program focus and support, logistical issues, budget concerns, and finding qualified instructors.
{"title":"The Perceived Impact of String Programs on K-12 Music Programs","authors":"J. Russell, Donald. L Hamann","doi":"10.1177/194849921100200005","DOIUrl":"https://doi.org/10.1177/194849921100200005","url":null,"abstract":"We examined music teacher perceptions regarding the impact of string programs on overall music programs in K-12 schools. Research questions included: (1) What are the perceived positive and negative program and student outcomes? (2) What are the underlying issues of music teachers’ perceptions about the positive and negative impacts of string programs? (3) How do these underlying issues compare with one another (negative and positive)? and (4) What relationships, if any, exist between fixed factors and the perceptions of the impact of string programs? Questionnaires were sent to all MENC members in two Southwestern MENC states. Data from participants (n = 308) were analyzed using principal components analyses and correlation analyses. A majority of music teachers felt that string programs were beneficial and offered opportunities for student development as well as expanded opportunities within a music program. Concerns included program focus and support, logistical issues, budget concerns, and finding qualified instructors.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921100200005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65903276","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 : 2011-07-01DOI: 10.1177/194849921100200002
Donald. L Hamann, R. Frost, Tami J. Draves
The purpose of this research was to investigate factors influencing the decisions of high school string students planning to major in music teaching in college. High school string students (N = 246) from 14 schools in Utah, Nevada, and Idaho indicated their interest in pursuing a music teaching major and rated 15 factors believed to contribute to teaching interest. Data were evaluated using a multiple regression analysis. The dependent variable was Teaching Interest. The independent variables were the 15 interest factors. Three variables (conducting, teachers’ contracts of 9-10 months without summer teaching, and teachers’ pay) accounted for approximately 23 percent of the variance contributing to students’ interest in a teaching major. The process of conducting, a teacher's contract, and surprisingly teacher pay contribute positively to students’ decisions to major in string teaching. Perhaps more emphasis should be placed on these 3 variables when recruiting students to the field of string teaching.
{"title":"Factors Influencing Secondary String Students’ String Teaching Career Choices","authors":"Donald. L Hamann, R. Frost, Tami J. Draves","doi":"10.1177/194849921100200002","DOIUrl":"https://doi.org/10.1177/194849921100200002","url":null,"abstract":"The purpose of this research was to investigate factors influencing the decisions of high school string students planning to major in music teaching in college. High school string students (N = 246) from 14 schools in Utah, Nevada, and Idaho indicated their interest in pursuing a music teaching major and rated 15 factors believed to contribute to teaching interest. Data were evaluated using a multiple regression analysis. The dependent variable was Teaching Interest. The independent variables were the 15 interest factors. Three variables (conducting, teachers’ contracts of 9-10 months without summer teaching, and teachers’ pay) accounted for approximately 23 percent of the variance contributing to students’ interest in a teaching major. The process of conducting, a teacher's contract, and surprisingly teacher pay contribute positively to students’ decisions to major in string teaching. Perhaps more emphasis should be placed on these 3 variables when recruiting students to the field of string teaching.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921100200002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65903175","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 : 2011-07-01DOI: 10.1177/194849921100200004
K. Guettler
The effects of rosin properties on the bowed-string sound are frequently discussed among string players and luthiers. The following comments and questions are common: Rosin is rosin. Should I use different rosins for summer and winter? Does anyone actually have a method for quantitatively measuring the physical behavior of different rosins? What are the effects of hair scales and hair flexibility? In this article the author, who has been studying these effects over a number of years both as a professional player and as an acoustician, presents some of the underlying physical aspects relevant for further discussion.
{"title":"How Does Rosin Affect Sound?","authors":"K. Guettler","doi":"10.1177/194849921100200004","DOIUrl":"https://doi.org/10.1177/194849921100200004","url":null,"abstract":"The effects of rosin properties on the bowed-string sound are frequently discussed among string players and luthiers. The following comments and questions are common: Rosin is rosin. Should I use different rosins for summer and winter? Does anyone actually have a method for quantitatively measuring the physical behavior of different rosins? What are the effects of hair scales and hair flexibility? In this article the author, who has been studying these effects over a number of years both as a professional player and as an acoustician, presents some of the underlying physical aspects relevant for further discussion.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921100200004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65903184","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 : 2010-07-01DOI: 10.1177/194849921000100104
J. Clark
High school string students from one South-Central Texas district were studied. Purposes were: (1) to describe the musical backgrounds and self-efficacy beliefs of string students (N=101), (2) to measure the relationship between string playing self-efficacy and achievement (n=65), and (3) to describe the practice behaviors and strategies of high versus low self-efficacy string students (n=16). Descriptive questions included whether or not students took private lessons, started in public school, and how much students practiced. Sixty-five of the 101 chose to audition for their All-Region orchestra. A significant relationship between self-efficacy scores and performance rankings was found. The 8 higher self-efficacy students tended to use more cognitive practice strategies than the 8 lower self-efficacy students. If musical self-efficacy is related to musical achievement and more cognitive practice, music educators should have a better understanding of musical self-efficacy, how it can influence practice, and how aspects of students’ musical backgrounds may influence it.
{"title":"Examining Possible Influences of String Students’ Self-Efficacy and Musical Background Characteristics on Practice Behaviors","authors":"J. Clark","doi":"10.1177/194849921000100104","DOIUrl":"https://doi.org/10.1177/194849921000100104","url":null,"abstract":"High school string students from one South-Central Texas district were studied. Purposes were: (1) to describe the musical backgrounds and self-efficacy beliefs of string students (N=101), (2) to measure the relationship between string playing self-efficacy and achievement (n=65), and (3) to describe the practice behaviors and strategies of high versus low self-efficacy string students (n=16). Descriptive questions included whether or not students took private lessons, started in public school, and how much students practiced. Sixty-five of the 101 chose to audition for their All-Region orchestra. A significant relationship between self-efficacy scores and performance rankings was found. The 8 higher self-efficacy students tended to use more cognitive practice strategies than the 8 lower self-efficacy students. If musical self-efficacy is related to musical achievement and more cognitive practice, music educators should have a better understanding of musical self-efficacy, how it can influence practice, and how aspects of students’ musical backgrounds may influence it.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921000100104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902873","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 : 2010-07-01DOI: 10.1177/194849921000100103
Susan J. Kim
Recent research in music education has found that college or conservatory students demonstrate similar self-regulated learning behaviors to those of professional musicians. Yet, how a musician becomes an expert is still unknown. The purpose of my study was to investigate how college string majors demonstrate efficient self-regulated practice behaviors, how they use self-regulated learning behaviors in their practice sessions to become independent learners, and how the semi-structured practice diary can be an effective tool for enhancing self-regulated learning in instrumental practice. I conducted a collective case study on four college-level students: a freshman, sophomore, senior, and a recent college graduate. They were asked to keep a semi-structured diary based on an instrumental model of the self-regulated learning cycle. Through interviews, I also obtained information about their musical backgrounds and their attitudes toward practicing. Results substantiated previous research showing that college music students demonstrate a wide range of self-regulatory skills. Furthermore, results indicate that there are some plausible transition stages in becoming a skillful self-regulated learner.
{"title":"A Study of Self-Regulated Learning in College String Majors","authors":"Susan J. Kim","doi":"10.1177/194849921000100103","DOIUrl":"https://doi.org/10.1177/194849921000100103","url":null,"abstract":"Recent research in music education has found that college or conservatory students demonstrate similar self-regulated learning behaviors to those of professional musicians. Yet, how a musician becomes an expert is still unknown. The purpose of my study was to investigate how college string majors demonstrate efficient self-regulated practice behaviors, how they use self-regulated learning behaviors in their practice sessions to become independent learners, and how the semi-structured practice diary can be an effective tool for enhancing self-regulated learning in instrumental practice. I conducted a collective case study on four college-level students: a freshman, sophomore, senior, and a recent college graduate. They were asked to keep a semi-structured diary based on an instrumental model of the self-regulated learning cycle. Through interviews, I also obtained information about their musical backgrounds and their attitudes toward practicing. Results substantiated previous research showing that college music students demonstrate a wide range of self-regulatory skills. Furthermore, results indicate that there are some plausible transition stages in becoming a skillful self-regulated learner.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921000100103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902865","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 : 2010-07-01DOI: 10.1177/194849921000100105
R. MacLeod
The purpose of this research was to investigate whether dynamic level and pitch register influence vibrato width and rate of four professional violin soloists. Data were obtained from recordings of Bell, Midori, Mutter, and Perlman. Analysis of data indicated that both dynamic level and pitch register influenced the vibrato width of the performers, whereas vibrato rate was influenced by dynamic level but not pitch register. Artists’ vibrato was wider in the upper register than in the lower register. Mean width of the soloists’ vibrato was 63 cents (slightly more than one-quarter tone) and mean vibrato rate was 6.63 Hz. Discussion includes implications for string pedagogy and suggestions for additional research.
{"title":"A Pilot Study of Relationships between Pitch Register and Dynamic Level and Vibrato Rate and Width in Professional Violinists","authors":"R. MacLeod","doi":"10.1177/194849921000100105","DOIUrl":"https://doi.org/10.1177/194849921000100105","url":null,"abstract":"The purpose of this research was to investigate whether dynamic level and pitch register influence vibrato width and rate of four professional violin soloists. Data were obtained from recordings of Bell, Midori, Mutter, and Perlman. Analysis of data indicated that both dynamic level and pitch register influenced the vibrato width of the performers, whereas vibrato rate was influenced by dynamic level but not pitch register. Artists’ vibrato was wider in the upper register than in the lower register. Mean width of the soloists’ vibrato was 63 cents (slightly more than one-quarter tone) and mean vibrato rate was 6.63 Hz. Discussion includes implications for string pedagogy and suggestions for additional research.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921000100105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65903082","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 : 2010-07-01DOI: 10.1177/194849921000100102
Robert Gillespie, Donald. L Hamann
The purposes of this study were to identify string programs created between 1999 and 2009, compile a profile of those programs, and identify resources and strategies that were used to create them that may serve as a model for establishing future new programs. One hundred-fifty string programs were identified from 33 different states. A survey form to gather data about the programs was created and administered to 132 of the programs. Eighty-two completed the survey for a response rate of 62%. The survey asked questions about the history of the program, its current status, and projected future status. Data revealed that most programs began after one or less than one year of discussion, most often first suggested by local music teachers or superintendent. Those factors considered critical to successful establishment of the program included parent support, administrative support, competent string teaching, and funding. Respondents were willing to found additional programs. They suggested that a how-to manual and outside grant funding would help establish future new programs.
{"title":"An Investigation of New String Programs Established in American Schools between 1999 and 2009","authors":"Robert Gillespie, Donald. L Hamann","doi":"10.1177/194849921000100102","DOIUrl":"https://doi.org/10.1177/194849921000100102","url":null,"abstract":"The purposes of this study were to identify string programs created between 1999 and 2009, compile a profile of those programs, and identify resources and strategies that were used to create them that may serve as a model for establishing future new programs. One hundred-fifty string programs were identified from 33 different states. A survey form to gather data about the programs was created and administered to 132 of the programs. Eighty-two completed the survey for a response rate of 62%. The survey asked questions about the history of the program, its current status, and projected future status. Data revealed that most programs began after one or less than one year of discussion, most often first suggested by local music teachers or superintendent. Those factors considered critical to successful establishment of the program included parent support, administrative support, competent string teaching, and funding. Respondents were willing to found additional programs. They suggested that a how-to manual and outside grant funding would help establish future new programs.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921000100102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902837","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 : 2010-07-01DOI: 10.1177/194849921000100101
John M. Geringer, Michael L. Allen, R. MacLeod
This article presents a summary of our presentation that was invited by the Research Committee of ASTA and given at the 2009 ASTA National Conference in Atlanta. In this article we describe and discuss previous and current research studies concerning string vibrato performance and listeners’ perception of vibrato. Topics addressing performance aspects of vibrato include rates and widths, pitch center, initial direction, and continuity during slurs. Investigations that have used various approaches to determine the perceived pitch center of string vibrato are also summarized. We present suggestions for further investigation of vibrato in both the study of listener perception and performance practice and discuss pedagogical applications of research findings.
{"title":"String Vibrato: Research Related to Performance and Perception","authors":"John M. Geringer, Michael L. Allen, R. MacLeod","doi":"10.1177/194849921000100101","DOIUrl":"https://doi.org/10.1177/194849921000100101","url":null,"abstract":"This article presents a summary of our presentation that was invited by the Research Committee of ASTA and given at the 2009 ASTA National Conference in Atlanta. In this article we describe and discuss previous and current research studies concerning string vibrato performance and listeners’ perception of vibrato. Topics addressing performance aspects of vibrato include rates and widths, pitch center, initial direction, and continuity during slurs. Investigations that have used various approaches to determine the perceived pitch center of string vibrato are also summarized. We present suggestions for further investigation of vibrato in both the study of listener perception and performance practice and discuss pedagogical applications of research findings.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921000100101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902786","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 : 2009-07-01DOI: 10.1177/1948499209OS-400105
Karin K. Nolan
The researcher evaluated various factors contributing to string-orchestra instrument selection. Guiding questions included: (1) What are the most important factors used by beginners today when choosing to play a particular instrument? (2) Are these factors similar to or different from factors used by players who initially chose their instruments ten or more years ago? (3) Does gender play a significant role in self-reported reasons for string-instrument selection? A survey—administered to randomized beginning string orchestra students (n = 174) and professional string orchestra players (n = 155)—evaluated the significance of the following seven factors related to instrument choice: instrument sound, look, size, family influence, peer influence, music teacher influence, and economic resources. Both groups rated instrument sound as the most influential factor relating to their instrument choices, followed by parental influence. The other five selection factors were rated significantly higher by the beginners. No significant difference was found by gender.
{"title":"Factors Affecting Bowed String-Instrument Selection: Evaluating Differences by Gender and Performance Experience","authors":"Karin K. Nolan","doi":"10.1177/1948499209OS-400105","DOIUrl":"https://doi.org/10.1177/1948499209OS-400105","url":null,"abstract":"The researcher evaluated various factors contributing to string-orchestra instrument selection. Guiding questions included: (1) What are the most important factors used by beginners today when choosing to play a particular instrument? (2) Are these factors similar to or different from factors used by players who initially chose their instruments ten or more years ago? (3) Does gender play a significant role in self-reported reasons for string-instrument selection? A survey—administered to randomized beginning string orchestra students (n = 174) and professional string orchestra players (n = 155)—evaluated the significance of the following seven factors related to instrument choice: instrument sound, look, size, family influence, peer influence, music teacher influence, and economic resources. Both groups rated instrument sound as the most influential factor relating to their instrument choices, followed by parental influence. The other five selection factors were rated significantly higher by the beginners. No significant difference was found by gender.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902704","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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