AST Journal - February 2021

Volume 71, Number 1

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Motivating Orchestra Students During the Pandemic
By Kathleen Schnerer and Michael Hopkins

Many of us are experiencing major adjustments to all aspects of our lives: work, family, hobbies, and so on. As educators, we are adapting daily to the expectations set by our state and local governments, communities, and administrators. Many of our students are dealing with issues of health, safety, and mental and emotional well-being while trying to continue their studies…

Recruiting and Retaining Black and Latinx Students in String Orchestra Programs
By Krissi Davis

Throughout my school career, I was influenced by orchestra directors who exposed me to an abundance of educational and musical opportunities. They challenged me both in and out of the orchestra classroom. They instilled in me a passion for music that eventually led me to follow in their footsteps…

Sequential Strategies for Teaching Spiccato
By Breanna Thornton

Learning spiccato, an off-the-string bounced stroke, is essential for any string student seeking to successfully perform intermediate or advanced repertoire. One scholar even suggests spiccato be taught “from the early stages of instruction because of its pedagogical importance in developing a good bow hold”…

Celebrating the Legacies and Pedagogies of Eminent American Women String Pedagogues
By Dijana Ihas

A celebration of the centennial anniversary of the 19th Amendment beckons reflection on the many women who made significant contributions to advancing string pedagogy in the United States. Specifically, this article focuses on the pedagogical contributions of four eminent American string pedagogues—Dorothy DeLay, Karen Tuttle, Phyllis Young, and Mimi Zweig…

Using Ševčík Op. 8 and Op. 9 as Core Violin Technique Study
By Fritz Gearhart

In refining my teaching approach to foundation studies on the violin, I have arrived at a combination of technical work I believe consistently produces great results. Two important elements in this approach are daily shifting and double stop practice. To address these core skills, I use Ševčík’s Op. 8 Shifting the Position and Preparatory Scale Studies and Ševčík’s Op. 9 Preparatory Exercises in Double-Stopping

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