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Strategies for Teaching Strings: Building a Successful String and Orchestra Program 4th edition [Spiraalköide]

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  • Formaat: Spiral bound, 352 pages, Illustrations
  • Ilmumisaeg: 24-Jan-2018
  • Kirjastus: Oxford University Press Inc
  • ISBN-10: 0190643854
  • ISBN-13: 9780190643850
Teised raamatud teemal:
Strategies for Teaching Strings: Building a Successful String and Orchestra Program 4th editionSuurem pilt
  • Formaat: Spiral bound, 352 pages, Illustrations
  • Ilmumisaeg: 24-Jan-2018
  • Kirjastus: Oxford University Press Inc
  • ISBN-10: 0190643854
  • ISBN-13: 9780190643850
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780190643850.html
Märksõnad:
Strategies for Teaching Strings: Building a Successful String and Orchestra Program, Fourth Edition, is an essential guide for prospective, novice, and experienced string teachers alike. This comprehensive text provides all the information necessary to develop and manage a successful school-based program. Based on the national standards for teaching strings and orchestra, the text covers performance objectives, strategies for teaching technical and performance skills, and solutions to common playing problems for elementary, middle, and high school skill levels. It also offers rehearsal strategies to develop large-group ensemble techniques, practical approaches to teaching improvisation, and advice on how to increase student recruitment and retention.
Strategies for Teaching Strings Companion Website Video Content x
Preface xvii
How to Use This Book xx
Chapter 1 The String Instrument Family
1(32)
Instruments
1(8)
Bows
9(2)
Accessories and Supplies
11(2)
Selecting String Instruments
13(8)
Care and Maintenance of String Instruments and Bows
21(10)
Summary
31(1)
Resources
32(1)
Chapter 2 Beginning String Class Instruction
33(45)
Guiding Principles for Teaching Beginning String Classes
33(2)
Recommended Seating Configuration for Beginning String Classes
35(1)
Performance Goals and Objectives of First- and Second-Year String Classes
36(2)
Strategies for Determining Proper Instrument Sizes
38(2)
Pedagogy for Teaching Instrument Position
40(7)
Creating Lesson Plans for Beginning String Class Instruction
47(1)
Body Posture Teaching Strategies
48(1)
Instrument Position Teaching Strategies
49(1)
Left-Hand Shape: General Guidelines
50(3)
Pedagogy for Teaching the Left-Hand Shape
53(3)
Pedagogy for Teaching Pizzicato
56(1)
Pedagogy for Teaching Beginning Finger Placement
57(2)
Bowing Instruction: General Guidelines
59(1)
Bow Hand Shape: General Guidelines
59(2)
Pedagogy for Teaching Bow Hand Shape
61(3)
Sound Production Principles
64(1)
Detache Bowing: General Guidelines
64(2)
Pedagogy for Teaching Detache Bowing
66(3)
Beginning String Crossings: General Guidelines
69(1)
Pedagogy for Teaching String Crossings
69(1)
Staccato and Hooked Bowings: General Guidelines
70(1)
Pedagogy for Teaching Staccato and Hooked Bowings
71(1)
Pedagogy for Teaching Slurs
71(1)
Aural Skill Development in Beginning Classes: General Guidelines
72(1)
Pedagogy for Teaching Beginning Aural Skills
72(1)
Strategies for Teaching Instrument Tuning in Beginning String Classes
73(1)
Problem Solving: Beginning Students' Common Playing Problems and Solutions
74(2)
References
76(1)
Additional Resources
76(2)
Chapter 3 Intermediate String Class Instruction
78(45)
Performance Goals and Objectives of Third- and Fourth-Year String Classes
78(2)
Pedagogy for Teaching Parallel Bowing
80(1)
Pedagogy for Teaching Smooth Direction Changes
81(1)
Pedagogy for Teaching Tone Production at Different Dynamic Levels
82(1)
Pedagogy for Teaching Moderate-to-Faster Tempo String Crossings
82(1)
Pedagogy for Teaching Slurring More than Four Notes
83(1)
Pedagogy for Teaching Martele Bowing
83(1)
Pedagogy for Teaching Basic Spiccato
84(1)
Pedagogy for Teaching Consistent Lengthened and Balanced Body Posture
85(1)
Pedagogy for Refining Instrument Position
86(1)
Intermediate Left-Hand Skills: General Guidelines
87(13)
Pedagogy for Refining Left-Hand Shapes
100(1)
Pedagogy for Teaching Cello Extensions
101(1)
Shifting: General Principles
101(2)
Pedagogy for Teaching Shifting
103(2)
Vibrato: General Principles
105(1)
Pedagogy for Teaching Vibrato
106(8)
Double Bass Pivoting: General Guidelines
114(1)
Pedagogy for Developing Intermediate Aural Skills in the School Orchestra
115(2)
Intermediate Instrument Tuning
117(1)
Problem Solving: Intermediate Students' Common Playing Problems and Solutions
118(2)
References
120(1)
Additional Resources
120(3)
Chapter 4 Advanced String Class Instruction
123(36)
Goals and Objectives of Advanced Playing Skills
123(1)
Pedagogy for Teaching Expressive Detache Bowing
124(1)
Pedagogy for Teaching Loure (Portato) Bowing
125(2)
Pedagogy for Teaching Sul Tasto Bowing
127(1)
Pedagogy for Teaching Ponticello Bowing
127(1)
Pedagogy for Teaching Controlled Tremolo Bowing
128(1)
Pedagogy for Teaching Colle Bowing
128(1)
Pedagogy for Teaching Fast String Crossings
129(1)
Pedagogy for Teaching Expressive Spiccato
130(1)
Two-Octave Scales Through Four Sharps and Four Flats: General Guidelines
131(1)
Introducing Three-Octave Scales: General Guidelines
132(17)
Pedagogy for Refining Shifting
149(2)
Pedagogy for Refining Vibrato
151(2)
Pedagogy for Developing Advanced Aural Skills in the School Orchestra
153(2)
Advanced Instrument Tuning
155(1)
Problem Solving: Advanced Students' Common Playing Problems and Solutions
155(1)
Reference
156(1)
Additional Resources
156(3)
Chapter 5 The School Orchestra Program
159
A Brief History of Orchestra Programs in the Schools
159(2)
Values of Orchestra Programs in the School Music Curriculum
161(3)
Strategies for Defending the School Orchestra Program
164
Donald L. Hamann is Professor of Music Education and Strings in the Fred Fox School of Music at the University of Arizona.

Robert Gillespie is Professor of Music at The Ohio State University, where he coordinates string teacher preparation for the largest string pedagogy program in the nation.