Dissertation/Thesis Abstract

A Case for the Conservatory Teaching Style in K-12 Music Education Violin Instruction
by Autry, Kristen, M.M., California State University, Long Beach, 2019, 66; 13859459
Abstract (Summary)

Grounded in the evolution of violin string technique and educational platforms, I argue that a conservatory teaching style where accomplished violin performer-educators teach beginning violin students in K-12 music education is needed for students to have continued interest and success. Challenges that violin teachers encounter when working with beginning violin students are fine-motor skills, musical memory, and performance anxiety. Because California continues to have a shortage of music specialists, credentialing standards can permit underqualified candidates to teach beginning violin. This potential for poor instruction can cause physiological and psychological injuries, ultimately impacting a beginning student’s success and continued participation in music. Additionally, the monetization of education can impact the quality of a teaching credential. For example, questionable supplemental music publications, uninformed digital media, and informal networks of unsupervised private violin teachers. A recommitment to student success by providing the most-qualified instrument-specific instructors for beginning instrumentalists is required to initiate change.

Indexing (document details)
Advisor: Doyle, Alicia
Commitee: Simeonov (Chair), Moni, Chou, Shun-Lin, Hickman, Roger, Thies, Tamara
School: California State University, Long Beach
Department: Bob Cole Conservatory of Music
School Location: United States -- California
Source: MAI 81/4(E), Masters Abstracts International
Subjects: Music education, Performing arts education, Pedagogy
Keywords: fine motor skills, K-12 music education, musical memory, performance anxiety, teacher credentialing, violin pedagogy
Publication Number: 13859459
ISBN: 9781687952158
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