Book Description

The purpose of this study is to review method books for beginning heterogeneous string class in order to assess compatibility with the baseline learning tasks of the American String Teachers Association String Curriculum. The curriculum describes recommendations for string instruction in the areas of executive, musicianship, and artistic skills and knowledge, which are grouped into the content areas of body format, right and left hand skills, tonal and rhythmic aural skills, creative musicianship, music literacy, ensemble skills, expressive elements, historical and cultural elements, and evaluation of music. Each content area is divided into specific learning tasks at the baseline, developing, proficient, and advanced levels, and this study is limited to the baseline level. The teacher manuals of the thirteen string methods that appear on the curriculum resource list of the ASTA String Curriculum were analyzed and reviewed according to the opportunities provided for teaching the baseline learning tasks of each of the eleven content areas described in the curriculum. Each method was also analyzed for additional elements that affect its use in the beginning string classroom including unique features, supplementary materials, sequential books, origin and type of tunes, key signatures and time signatures used or implied, range for each instrument, shifting or extensions, presentation, and cost and availability. The results highlight differences between methods but suggest that a knowledgeable string teacher could effectively use any of the methods to teach the content of the ASTA String Curriculum.