The National String Project Consortium: Insights into Twenty Years of String Music Education

2020 ◽  
Vol 70 (2) ◽  
pp. 15-23
Author(s):  
Elizabeth A. Reed ◽  
James Przygocki
Keyword(s):  
Music Education ◽  
String Project ◽  
String Music Education ◽  
String Music

scholarly journals String Teacher Preparation Programs in the United States

2020 ◽  
Vol 10 (1) ◽  
pp. 33-43
Author(s):  
Annalisa C. Chang ◽  
Angela Ammerman
Keyword(s):  
United States ◽  
Music Education ◽  
The United States ◽  
Full Time ◽  
Preparation Programs ◽  
The Status ◽  
String Music Education ◽  
String Programs ◽  
String Music ◽  
String Teacher

The rise in demand for string teachers is a sign of support for string programs across the United States. Despite an increase in string teacher positions, there is growing concern regarding the lack of qualified string music education graduates to fill the vacancies, sometimes leading administrators to close programs. This study investigated the status of string teacher education programs in the United States. Participants for this study were degree-granting institutions ( N = 636) accredited by the National Association of Schools of Music (NASM). The NASM directory listings and institution websites were examined to determine what type of degrees were offered, and presence of a full-time string music education faculty member. Results indicated that while most NASM-accredited institutions offer some type of undergraduate degree in music education, very few institutions (16%) were shown to have a full-time string music education specialist. Results also indicated a significant relationship between the size of school and likelihood of having a full-time string music education specialist, χ2 (7, N = 526) = 80.03, p < .001.

Career Choice among String Music Education Students in American Colleges and Universities

1999 ◽  
Vol 47 (3) ◽  
pp. 266-278 ◽  
Author(s):  
Robert Gillespie ◽  
Donald L. Hamann
Keyword(s):  
Music Education ◽  
Role Models ◽  
Role Model ◽  
Full Time ◽  
Education Students ◽  
String Education ◽  
Teaching Role ◽  
String Music Education ◽  
Teaching Music ◽  
String Music

The objective of this study was to identify teacher strategies for attracting school orchestra students to string teaching. Full-time string music education professors at 17 universities surveyed their music education students who were principally string players. Students were asked to describe their background, reasons for choosing teaching, and recommendations of approaches for teachers to use to interest students in string teaching. Results of the 153 completed surveys revealed that the majority of string music education students are female undergraduates who previously participated in school orchestras. Students chose string education because they liked teaching, music, children, playing their instrument, and being a role model for children. To attract others to teaching, respondents suggested that teachers be teaching role models for their students by showing their love for music and teaching, relating positively to students, giving special teaching opportunities and support to students interested in teaching, discussing the rewards of string teaching, and challenging students musically.

The Role of the String Project in Teacher Training and Community Music Education

2005 ◽  
Vol 53 (4) ◽  
pp. 332-347 ◽  
Author(s):  
James L. Byo ◽  
Jane W. Cassidy
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Education Majors ◽  
Financial Benefit ◽  
String Instruments ◽  
String Education ◽  
New School ◽  
Children And Parents ◽  
String Project ◽  
Music Education Majors

The National String Project Consortium was designed to encourage string education majors to become string teachers and to stimulate growth of new school orchestra programs. The purpose of this study was to evaluate the extent to which these goals were accomplished across 13 university sites in 2003-2004. Survey data were obtained from project directors, master teachers, student teachers, children, and parents (N = 1,458). Results indicated the majority of student teachers were music education majors who received professional and financial benefit from participation, and were engaged in authentic string teaching in productive and rewarding settings. Children studied string instruments under satisfying and affordable conditions. The String Project seems to have filled a void where school strings programs do not exist, or functioned to supplement strings instruction available in the schools.

Becoming Music Teachers in a Supportive String Project Community

2018 ◽  
Vol 28 (3) ◽  
pp. 11-27
Author(s):  
Kristen Pellegrino
Keyword(s):  
Music Education ◽  
Teacher Identity ◽  
Music Teacher ◽  
Descriptive Case Study ◽  
Teacher Identities ◽  
Context Learning ◽  
String Project ◽  
Music Teacher Identity ◽  
Supportive Community ◽  
The Impact

The purpose of this descriptive case study was to examine two music education students’ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophies, and identities.

“Don’t Keep It a Secret”: E. Daniel Long and His Career in Music Education

2019 ◽  
pp. 153660061989306
Author(s):  
Jared R. Rawlings
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
Primary Source ◽  
School Curriculum ◽  
Philosophical Beliefs ◽  
Teaching Position ◽  
Ann Arbor ◽  
Beliefs About Teaching ◽  
String Music

Music teachers are central to the effective implementation of the school curriculum; however, researchers know little about their careers in music education. In order to understand the work of music teachers, researchers must document experiences of those educators who may appear ordinary but who led extraordinary lives and careers. The purpose of this study was to create a biographical primary source on E. Daniel Long, one of the esteemed educators in American string music education during the second half of the twentieth century. Long’s memories of his life and teaching position with Ann Arbor Public Schools, alongside additional sources, were used to explore aspects of his career in music education. This article includes additional biographical information not previously documented in past interviews as well as his philosophical beliefs about teaching youth.

“A Circular Council of People With Equal Ideas”

2016 ◽  
Vol 26 (2) ◽  
pp. 25-38 ◽  
Author(s):  
Susan A. Davis
Keyword(s):  
Preservice Teachers ◽  
South Carolina ◽  
Music Education ◽  
Teacher Education Program ◽  
Teaching Experience ◽  
Mentoring Relationships ◽  
University Of South Carolina ◽  
Preservice Teaching ◽  
String Project ◽  
Horizontal Mentoring

Mentoring in music education programs is such a ubiquitous part of the process; it is sometimes overlooked or subsumed under other categories. The purpose of this article is to highlight mentoring relationships within an undergraduate music teacher education program. Formal, informal, vertical, and horizontal mentoring are examined from the perspectives of undergraduate preservice music teachers working in a community-university partnership. The data are culled from a 14 month, intrinsic case study of the University of South Carolina String Project, designed to examine the participant experience for all member groups within the string project—the undergraduate preservice teachers, the community students, and the faculty. Mentoring relationships are explored as a critical component of experience for the preservice teachers. Their voices are presented here to illustrate the value they placed on mentoring, as well as the challenges that emerged in construction of a mentoring mosaic as part of their preservice teaching experience.

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