Exploring Pre-Bowing Exercises: The Search for a Definition and its Application

Stephen J. Benham , Mary L. Wagner , Jane Linn Aten , et al., ASTA Curriculum: Standards, Goals, and Learning Sequences for Essential Skills and Knowledge in K-12 String Programs (USA: American String Teachers Association, 2011).

Ibid.

Ibid., 90.

Michael L. Allen , “A Pedagogical Model for Beginning String Class Instruction: Revisited,” in Teaching Music through Performance in Orchestra, edited by Littrell David (Chicago: GIA Publications, 2003), 3–13; Kjelland James , “String-O-Phobia: Some Causes and Cures,” American String Teacher 37, no. 2 (Spring 1987), 70–74.

For further discussion, see Fischer Simon , Basics: 300 Exercises and Practice Routines for the Violin. (New York: Peters Edition, 1997); Hamann Donald L. and Gillespie Robert A. , Strategies for Teaching String Orchestra: Building a Successful String and Orchestra Program, 3rd ed. (New York: Oxford University Press, 2013); Watkins Cornelia , Rosindust: Teaching, Learning, and Life from a Cellist's Perspective (Houston, TX: Rosindust Publishing, 2008).

Benham and others, ASTA Curriculum, 93.

For more information, see Hamann and Gillespie , Strategies for Teaching String Orchestra.

Rolland Paul and Mutschler Marla , The Teaching of Action in String Playing (Reston, VA: The American String Teachers Association, 2000), 32.

Ibid.

Benham and others, ASTA Curriculum, 90; Hamann and Gillespie , Strategies for Teaching String Orchestra, 61.

See also Phyllis Young , Playing the String Game: Strategies for Teaching Cello and Strings (Ann Arbor, MI: Shar Publications, 2009), 22.

Hamann and Gillespie , Strategies for Teaching String Orchestra, 61.

Ibid., 61–62.

Ibid., 60.

Rolland and Mutschler , The Teaching of Action in String Playing, 85.

Hamann and Gillespie , Strategies for Teaching String Orchestra, 60.