Pub Date : 2009-07-01DOI: 10.1177/1948499209os-400102
Donald. L Hamann
Theory #1: The Ant Hill Theory Ina way, researchers are like ants. As researchers we all understand that one research study, even our own brilliant research, will not and cannot provide the sole answer to a question. Akin to the way ants work, adding one grain of sand at a time to create, after repeated times, an impressive ant hill, researchers add one piece of information to an ever forming way of looking at a problem. Eventually, like the ever-growing ant hill, researchers develop an impressive structure of information.
{"title":"2008 ASTA Research Session: Keynote Speech Current Trends in String Research: An Agenda for the Future","authors":"Donald. L Hamann","doi":"10.1177/1948499209os-400102","DOIUrl":"https://doi.org/10.1177/1948499209os-400102","url":null,"abstract":"Theory #1: The Ant Hill Theory Ina way, researchers are like ants. As researchers we all understand that one research study, even our own brilliant research, will not and cannot provide the sole answer to a question. Akin to the way ants work, adding one grain of sand at a time to create, after repeated times, an impressive ant hill, researchers add one piece of information to an ever forming way of looking at a problem. Eventually, like the ever-growing ant hill, researchers develop an impressive structure of information.","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":"65902463","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-400106
Karin K. Nolan, Wendy Mazon, David F. Lopez, Shawn Cullen, Ahmet Sonmezler, Jane Curry
This literature review summarizes recent string orchestra literature pertaining to findings, implications, and future research suggestions for school orchestra programs and private instruction. String education literature chosen for this review appeared in peer-reviewed, music education journals since 1980, resulting in 59 summaries. Twelve emergent themes were explored, and studies relevant to these topics were selected for inclusion in this review. Summaries are presented and organized by those 12 themes: (1) status of orchestra programs, (2) string-teacher training programs, (3) teaching styles, (4) vibrato and left-hand technique, (5) bowing and articulation, (6) intonation, (7) body issues, (8) concert programming, (9) adjudication/evaluation, (10) extra-musical effects of string classes, (11) community partnerships, and (12) important historical figures. From this review of string literature, it is the authors’ hope readers apply these reported findings in their teaching, identify areas in need of more research, and continue to engage in meaningful string research.
{"title":"Review of String Orchestra Literature: Educational Articles appearing in Peer-Reviewed Journals from 1980–2007","authors":"Karin K. Nolan, Wendy Mazon, David F. Lopez, Shawn Cullen, Ahmet Sonmezler, Jane Curry","doi":"10.1177/1948499209OS-400106","DOIUrl":"https://doi.org/10.1177/1948499209OS-400106","url":null,"abstract":"This literature review summarizes recent string orchestra literature pertaining to findings, implications, and future research suggestions for school orchestra programs and private instruction. String education literature chosen for this review appeared in peer-reviewed, music education journals since 1980, resulting in 59 summaries. Twelve emergent themes were explored, and studies relevant to these topics were selected for inclusion in this review. Summaries are presented and organized by those 12 themes: (1) status of orchestra programs, (2) string-teacher training programs, (3) teaching styles, (4) vibrato and left-hand technique, (5) bowing and articulation, (6) intonation, (7) body issues, (8) concert programming, (9) adjudication/evaluation, (10) extra-musical effects of string classes, (11) community partnerships, and (12) important historical figures. From this review of string literature, it is the authors’ hope readers apply these reported findings in their teaching, identify areas in need of more research, and continue to engage in meaningful string research.","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":"65902716","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-400103
Michael L. Allen, John M. Geringer, R. MacLeod
We investigated performance practice of vibrato with an artist-level violinist whose credits include positions as concertmaster of the New York Philharmonic, Cincinnati Symphony, and the Dallas Symphony Orchestra. The main questions of this case study were to determine mean width, rate, and directional intent of an artist-level violinist. Additionally the present study sought to determine if an artist-level violinist consistently initiated vibrato in an upward or downward direction and whether vibrato was used continuously when performing slurs. We measured pitch levels of vibrated and non-vibrated tones, direction and magnitude of change when initiating vibrato, and duration of non-vibrato when performing slurs. Analyses indicated that the mean rate of the artist-level violin vibrato was approximately 5.7 Hz in first position and 6.3 Hz in fifth position. The mean width of vibrato was approximately 40 cents in first position and 108 cents in fifth position. Pitch oscillations during vibrato were alternations both above and below the conceived pitch, rather than oscillations only above or only below the conceived pitch. The artist initiated vibrato toward the scroll (in a downward direction) and stopped vibrating during the transition between slurred notes. Mean duration of non-vibrato portions of slurred notes was (33 seconds). Implications for future research are discussed.
{"title":"Performance Practice of Violin Vibrato: An Artist-Level Case Study","authors":"Michael L. Allen, John M. Geringer, R. MacLeod","doi":"10.1177/1948499209OS-400103","DOIUrl":"https://doi.org/10.1177/1948499209OS-400103","url":null,"abstract":"We investigated performance practice of vibrato with an artist-level violinist whose credits include positions as concertmaster of the New York Philharmonic, Cincinnati Symphony, and the Dallas Symphony Orchestra. The main questions of this case study were to determine mean width, rate, and directional intent of an artist-level violinist. Additionally the present study sought to determine if an artist-level violinist consistently initiated vibrato in an upward or downward direction and whether vibrato was used continuously when performing slurs. We measured pitch levels of vibrated and non-vibrated tones, direction and magnitude of change when initiating vibrato, and duration of non-vibrato when performing slurs. Analyses indicated that the mean rate of the artist-level violin vibrato was approximately 5.7 Hz in first position and 6.3 Hz in fifth position. The mean width of vibrato was approximately 40 cents in first position and 108 cents in fifth position. Pitch oscillations during vibrato were alternations both above and below the conceived pitch, rather than oscillations only above or only below the conceived pitch. The artist initiated vibrato toward the scroll (in a downward direction) and stopped vibrating during the transition between slurred notes. Mean duration of non-vibrato portions of slurred notes was (33 seconds). Implications for future research are discussed.","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":"65903071","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-400104
Joshua A. Russell
The purposes of this paper were to explore the factors that are fundamental to the overall job satisfaction of string music educators and explore possible relationships between various factors and job satisfaction. Two-hundred and Thirty-eight members of the American String Teachers Association who indicated that their primary occupation was teaching strings in a K-12 setting responded to a 44 item questionnaire designed to elicit demographic data and levels of satisfaction with multiple aspects of their teaching position. In order to examine the underlying structures of the job satisfaction of string music educators, a factor analysis was conducted on each of the satisfaction variables included in the questionnaire. Results from this study suggest that there are five major components underlying string teacher job satisfaction – professional climate, student quality, interpersonal relationships, teaching responsibilities, and external career factors. Factors found to be significantly related to job satisfaction included number of students with special needs, number of minority students, commitment to teaching, and occupational identity.
{"title":"String Music Educators’ Job Satisfaction: Underlying Structures and Relationships with Various Factors","authors":"Joshua A. Russell","doi":"10.1177/1948499209OS-400104","DOIUrl":"https://doi.org/10.1177/1948499209OS-400104","url":null,"abstract":"The purposes of this paper were to explore the factors that are fundamental to the overall job satisfaction of string music educators and explore possible relationships between various factors and job satisfaction. Two-hundred and Thirty-eight members of the American String Teachers Association who indicated that their primary occupation was teaching strings in a K-12 setting responded to a 44 item questionnaire designed to elicit demographic data and levels of satisfaction with multiple aspects of their teaching position. In order to examine the underlying structures of the job satisfaction of string music educators, a factor analysis was conducted on each of the satisfaction variables included in the questionnaire. Results from this study suggest that there are five major components underlying string teacher job satisfaction – professional climate, student quality, interpersonal relationships, teaching responsibilities, and external career factors. Factors found to be significantly related to job satisfaction included number of students with special needs, number of minority students, commitment to teaching, and occupational identity.","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":"65903141","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 : 2006-07-01DOI: 10.1177/1948499206OS-300103
Dijana lhas
The purpose of this study was to determine which factors contribute to the competency of string teachers’ diagnostic skills. Participants were 49 pre-service and in-service orchestra/string music teachers from three geographical divisions as defined by MENC (1984): Eastern (Massachusetts), Southern (Louisiana), and Western (Arizona and California). A researcher-developed survey was organized in three sections: General Information, the Questionnaire, and the Diagnostic Test. Eleven possible contributing factors were examined. Participants’ diagnostic skills were assessed through a researcher-developed diagnostic test. Eleven Two-Way ANOVAs with repeated measures were computed for data analysis. Significant differences were found among subjects by analysis situation, by degree, and between in-service and pre-service teachers.
{"title":"Factors Contributing to Diagnostic Skill Competency of String Teachers","authors":"Dijana lhas","doi":"10.1177/1948499206OS-300103","DOIUrl":"https://doi.org/10.1177/1948499206OS-300103","url":null,"abstract":"The purpose of this study was to determine which factors contribute to the competency of string teachers’ diagnostic skills. Participants were 49 pre-service and in-service orchestra/string music teachers from three geographical divisions as defined by MENC (1984): Eastern (Massachusetts), Southern (Louisiana), and Western (Arizona and California). A researcher-developed survey was organized in three sections: General Information, the Questionnaire, and the Diagnostic Test. Eleven possible contributing factors were examined. Participants’ diagnostic skills were assessed through a researcher-developed diagnostic test. Eleven Two-Way ANOVAs with repeated measures were computed for data analysis. Significant differences were found among subjects by analysis situation, by degree, and between in-service and pre-service teachers.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902633","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 : 2006-07-01DOI: 10.1177/1948499206OS-300104
Donald. L Hamann, Jonel Lauver, Katherine Asher
The purpose of this study was to determine whether students’ perceived tuning ability was related to actual tuning ability. A secondary purpose of this study was to determine if the reference tuning pitch of A = 440 HZ, produced on a bowed string instrument or an electronic tuner would affect student tuning accuracy. Sixty middle school subjects were randomly assigned to one of two groups. Subjects in one group were instructed to tune their instruments given a reference pitch of A = 440 HZ from a viola, and subjects in the other group from a Korg tuner. Subjects in both groups had been provided instruction in tuning for a period of two years prior to the study. Subjects were administered the Tuning Survey and were to identify their instrument, length of study, grade level, and how they rated their ability to tune their instrument. From the analyses of data, it was found that there was a significant difference in total cents tuning difference scores by Perceived Tuning Ability (PTA). Students with poor or fair PTA had significantly higher scores (more tuning cents difference from the actual pitch) than students with good or excellent PTA. No significant differences were found among students’ tuning accuracy scores when the pitch was generated from either a viola or a Korg tuner.
{"title":"Perceived and Actual Tuning Ability of Middle School String Students","authors":"Donald. L Hamann, Jonel Lauver, Katherine Asher","doi":"10.1177/1948499206OS-300104","DOIUrl":"https://doi.org/10.1177/1948499206OS-300104","url":null,"abstract":"The purpose of this study was to determine whether students’ perceived tuning ability was related to actual tuning ability. A secondary purpose of this study was to determine if the reference tuning pitch of A = 440 HZ, produced on a bowed string instrument or an electronic tuner would affect student tuning accuracy. Sixty middle school subjects were randomly assigned to one of two groups. Subjects in one group were instructed to tune their instruments given a reference pitch of A = 440 HZ from a viola, and subjects in the other group from a Korg tuner. Subjects in both groups had been provided instruction in tuning for a period of two years prior to the study. Subjects were administered the Tuning Survey and were to identify their instrument, length of study, grade level, and how they rated their ability to tune their instrument. From the analyses of data, it was found that there was a significant difference in total cents tuning difference scores by Perceived Tuning Ability (PTA). Students with poor or fair PTA had significantly higher scores (more tuning cents difference from the actual pitch) than students with good or excellent PTA. No significant differences were found among students’ tuning accuracy scores when the pitch was generated from either a viola or a Korg tuner.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902702","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 : 2006-07-01DOI: 10.1177/1948499206os-300102
J. Mishra
The purpose of this study was to investigate attitudes of instrumental pre-service teachers, whose primary instrument was not a bowed string instrument, towards teaching strings. Nineteen Music Education majors enrolled in a required string methods class at a mid-western university answered open-ended questions designed to elicit attitudes and confidence towards teaching strings. The pre-service teachers were comfortable with limited string teaching, specifically, teaching one string class only as a part of a teaching position that involved primarily teaching band. Responsibility for a string program was outside the comfort zone of most pre-service teachers. Students felt their greatest strength was general musical ability, and greatest weaknesses were lack of knowledge about stringed instruments and ability to perform on these instruments. An important finding is that many of the students who had already completed the string techniques class still felt they lacked sufficient knowledge and technical ability to teach strings. Future investigtions are necessary to discover if these are wide-spread attitudes and whether they can be affected by classes, observations, and/or field experiences in an orchestral setting.
{"title":"Attitudes of Non-String Playing, Pre-Service Teachers towards Teaching Strings","authors":"J. Mishra","doi":"10.1177/1948499206os-300102","DOIUrl":"https://doi.org/10.1177/1948499206os-300102","url":null,"abstract":"The purpose of this study was to investigate attitudes of instrumental pre-service teachers, whose primary instrument was not a bowed string instrument, towards teaching strings. Nineteen Music Education majors enrolled in a required string methods class at a mid-western university answered open-ended questions designed to elicit attitudes and confidence towards teaching strings. The pre-service teachers were comfortable with limited string teaching, specifically, teaching one string class only as a part of a teaching position that involved primarily teaching band. Responsibility for a string program was outside the comfort zone of most pre-service teachers. Students felt their greatest strength was general musical ability, and greatest weaknesses were lack of knowledge about stringed instruments and ability to perform on these instruments. An important finding is that many of the students who had already completed the string techniques class still felt they lacked sufficient knowledge and technical ability to teach strings. Future investigtions are necessary to discover if these are wide-spread attitudes and whether they can be affected by classes, observations, and/or field experiences in an orchestral setting.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902596","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 : 2006-07-01DOI: 10.1177/1948499206OS-300105
Skip Taylor
Management of the bow to the point of achieving the most efficient physical interaction between the hair and strings is crucial to successful stringed instrument achievement and performance. Inferior tone production often restricts string students from achieving a totality of musically-acceptable performance skills. A spectral analysis of open string bowing was performed with middle school and high school string players in grades 6–10. Each subject bowed two separate down bows on the open violin A string. The specific objective was to investigate student control of bowed weight and speed management skills among a small sample of middle school and high school string players. Visual graphs were produced and analyzed from the digital analog recordings and are discussed in terms of amplitude across time in relation to management of weight and speed. The findings indicate that inferior tone production may be the result of inconsistency among young string players’ ability to maintain an appropriate balance between weight and speed.
{"title":"An Investigation of Tone Production in Relation to Management of Bow Weight and Speed among Beginning and Intermediate String Players: A Pilot Study","authors":"Skip Taylor","doi":"10.1177/1948499206OS-300105","DOIUrl":"https://doi.org/10.1177/1948499206OS-300105","url":null,"abstract":"Management of the bow to the point of achieving the most efficient physical interaction between the hair and strings is crucial to successful stringed instrument achievement and performance. Inferior tone production often restricts string students from achieving a totality of musically-acceptable performance skills. A spectral analysis of open string bowing was performed with middle school and high school string players in grades 6–10. Each subject bowed two separate down bows on the open violin A string. The specific objective was to investigate student control of bowed weight and speed management skills among a small sample of middle school and high school string players. Visual graphs were produced and analyzed from the digital analog recordings and are discussed in terms of amplitude across time in relation to management of weight and speed. The findings indicate that inferior tone production may be the result of inconsistency among young string players’ ability to maintain an appropriate balance between weight and speed.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902374","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 : 2006-07-01DOI: 10.1177/1948499206os-300101
Donald. L Hamann
{"title":"Editor's Page","authors":"Donald. L Hamann","doi":"10.1177/1948499206os-300101","DOIUrl":"https://doi.org/10.1177/1948499206os-300101","url":null,"abstract":"","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65902432","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 : 2002-07-01DOI: 10.1177/1948499202os-200101
Donald. L Hamann
{"title":"Editor's Page","authors":"Donald. L Hamann","doi":"10.1177/1948499202os-200101","DOIUrl":"https://doi.org/10.1177/1948499202os-200101","url":null,"abstract":"","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65901945","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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