Preparing String Teachers: A Content Analysis of String Education Course Syllabi

Abstract

Amid music teacher shortages in over 30 states, there is a growing need for K–12 public school string teachers in the United States. Increasingly, teachers with primary performance backgrounds other than string instruments are filling these positions, underscoring a need to examine string teacher preparation coursework and experiences. The purpose of this study was to examine string-specific teacher preparation coursework and field experiences within traditional music teacher preparation programs. From a random sample of 100 National Association of Schools of Music (NASM)-accredited programs, 73 instructors of string technique courses were invited to submit their syllabi for content analysis. The response rate was 36.99%, with 27 instructors submitting a complete syllabus. Student learning outcomes and course activities were coded for instructional meeting times, alignment with the American String Teachers Association (ASTA) curriculum, practicum experiences, and goals tied to working with exceptional learners. Most student learning outcomes included body format, left-hand skills, right-hand skills, and music literacy. In addition, most programs provided opportunities for observations and practice teaching. However, only a few courses addressed strategies for teaching exceptional learners in string contexts. Implications for string teacher preparation are discussed.

Keywords

string education string technique music education teacher preparation content analysis

Get full access to this article

View all access options for this article.

References

Aiken

I. P.

Day

B. D.

(1999). Early field experiences in preservice teacher education: Research and student perspectives. Action in Teacher Education, 21(3), 7–12. https://doi.org/10.1080/01626620.1999.10462965

Allan

A. A.

(2022). Vision 2020: A review of 20 years of inclusion studies in music education. Update: Applications of Research in Music Education, 40(2), 47–55. https://doi.org/10.1177/87551233211040088

Allen

Gillespie

Hayes

P. T.

(2002). Essential elements for strings: A comprehensive string method. Hal Leanord.

Alsayegh

(2019). An investigation of string project teachers’ and directors’ perspectives on the skills and behaviors important for string teaching. Arizona State University.

Austin

J. R.

Isbell

D. S.

Russell

J. A.

(2012). A multi-institution exploration of secondary socialization and occupational identity among undergraduate music majors. Psychology of Music, 40(1), 66–83. https://doi.org/10.1177/0305735610381886

Benham

S. J.

(2020). Celebrating all learners, part I: Expanding our vision to reach students with disabilities and special needs. American String Teacher, 70(3), 21–25. https://doi.org/10.1177/0003131320932571

Benham

S. J.

Wagner

M. L.

Aten

J. J.

Evans

P. G.

Odegaard

Lieberman

J. L.

(2021). Asta string curriculum. Alfred Music.

Berelson

(1952). Content analysis in communication research. The Free Press.

Boyd

Grossman

Ing

Lankford

Loeb

Wyckoff

(2010). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303–333. https://doi.org/10.3102/0002831210380788

10.

Brophy

T. S.

(2002). Teacher reflections on undergraduate music education. Journal of Music Teacher Education, 12(1), e19–e25. https://doi.org/10.1177/10570837020120010501

11.

Bugaj

(2016). Good news in inclusive string music education: Adaptive strategies for the classroom. General Music Today, 29(3), 30–32. https://doi.org/10.1177/1048371315625725

12.

Butz

(2019). Achieving musical success in the string classroom. Oxford University Press.

13.

Byo

J. L.

Cassidy

J. W.

(2005). The role of the String Project in teacher training and community music education. Journal of Research in Music Education, 53(4), 332–347. https://doi.org/10.1177/002242940505300405

14.

Chang

A. C.

Ammerman

(2020). String teacher preparation programs in the United States. String Research Journal, 10(1), 33–43. https://doi.org/10.1177/1948499220926175

15.

Colwell

C. M.

Thompson

L. K.

(2000). “Inclusion” of information on mainstreaming in undergraduate music education curricula. Journal of Music Therapy, 37(3), 205–221. https://doi.org/10.1093/jmt/37.3.205

16.

Crock

Dick

Scott

(2010). Learning together: Sequential repertoire for solo strings or string ensemble. Alfred Music.

17.

Culp

M. E.

Salvador

(2021). Music teacher education program practices: Preparing teachers to work with diverse learners. Journal of Music Teacher Education, 30(2), 51–64. https://doi.org/10.1177/1057083720984365

18.

Draves

T. J.

(2013). Transition from student to teacher–student teaching: The capstone experience. Journal of Music Teacher Education, 23(1), 50–62. https://doi.org/10.1177/1057083712474935

19.

Draves

T. J.

(2014). Under construction: Undergraduates’ perceptions of their music teacher role-identities. Research Studies in Music Education, 36(2), 199–214. https://doi.org/10.1177/1321103X14547982

20.

Elpus

Abril

C. R.

(2019). Who enrolls in high school music? A national profile of U.S. students, 2009–2013. Journal of Research in Music Education, 67(3), 323–338. https://doi.org/10.1177/0022429419862837

21.

Elpus

Miller

D. S.

(2024). Do declining enrollments predict teacher turnover in music? Journal of Research in Music Education, 72(3), 267–289. https://doi.org/10.1177/00224294231206098

22.

Ferguson

(2003). Becoming a string teacher. Bulletin of the Council for Research in Music Education, 157, 38–48. https://www.jstor.org/stable/40319185

23.

Goldie

(2017). String instruments: Purchasing, maintenance, troubleshooting and more. Meredith Music.

24.

Gooding

L. F.

Yinger

O. S.

(2014). Forum: Students with disabilities in the string classroom: An integrative review. String Research Journal, 5(1), 5–27. https://doi.org/10.1177/194849921400500001

25.

Grieser

D. R.

Hendricks

K. S.

(2018). Review of literature: Pedagogical content knowledge and string teacher preparation. Update: Applications of Research in Music Education, 37(1), 13–19. https://doi.org/10.1177/8755123318760970

26.

Grimsby

(2023). “A meeting of equals”: Music educators and special education paraprofessionals in a community of practice. Research Studies in Music Education, 45(3), 497–511. https://doi.org/10.1177/1321103X221078521

27.

Grimsby

Armes

(2024). Perceptions and experiences of preservice music educators working with students with disabilities: A mixed methods inquiry of online field experiences within a music for special education course. International Journal of Music Education, 42(4). https://doi.org/10.1177/02557614231188126

28.

Groulx

T. J.

(2016). Perceptions of course value and issues of specialization in undergraduate music teacher education curricula. Journal of Music Teacher Education, 25(2), 13–24. https://doi.org/10.1177/1057083714564874

29.

Hamann

D. L.

Ebie

(2009). Students’ perceptions of university method class preparation for teaching across music disciplines. Update: Applications of Research in Music Education, 27(2), 44–51. https://doi.org/10.1177/8755123308330045

30.

Hamann

D. L.

Gillespie

(1998). The status of orchestra programs in the public schools. Journal of Research in Music Education, 46(1), 75–86. https://doi.org/10.2307/3345761

31.

Hamann

D. L.

Gillespie

(2018). Strategies for teaching strings: Building a successful string and orchestra program. Oxford University Press.

32.

Haning

(2021). Identity formation in music teacher education: The role of the curriculum. International Journal of Music Education, 39(1), 39–49. https://doi.org/10.1177/0255761420952215

33.

Hash

P. M.

(2021). Supply and demand: Music teacher shortage in the United States. Research and Issues in Music Education, 16(1), 3. https://eric.ed.gov/?id=EJ1315165

34.

Haston

Russell

J. A.

(2012). Turning into teachers: Influences of authentic context learning experiences on occupational identity development of preservice music teachers. Journal of Research in Music Education, 59(4), 369–392. https://doi.org/10.1177/0022429411414716

35.

Hopkins

(2018). The art of string teaching. GIA Publications.

36.

Hourigan

(2007). Preparing music teachers to teach students with special needs. Update: Applications of Research in Music Education, 26(1), 5–14. https://doi.org/10.1177/87551233070260010102

37.

Hourigan

R. M.

Scheib

J. W.

(2009). Inside and outside the undergraduate music education curriculum: Student teacher perceptions of the value of skills, abilities, and understandings. Journal of Music Teacher Education, 18(2), 48–61. https://doi.org/10.1177/1057083708327871

38.

Ihas

Wilson

McCormick

(2023). Teaching violin, viola, cello, and double bass: Historical and modern pedagogical practices. Routledge.

39.

Isbell

D. S.

(2015). The socialization of music teachers: A review of the literature. Update: Applications of Research in Music Education, 34(1), 5–12. https://doi.org/10.1177/8755123314547912

40.

Killian

J. N.

Liu

Reid

J. F.

(2013). The Journal of Music Teacher Education: A content analysis of articles 1991–2011. Journal of Music Teacher Education, 22(2), 85–99. https://doi.org/10.1177/1057083712467637

41.

Kim

J.-E.

(2023). Nonstring music teachers’ comfort teaching string ensembles. String Research Journal, 13(1), 33–49. https://doi.org/10.1177/19484992221121757

42.

Kjelland

(2005). Orchestral bowing: Style and function. Alfred Music.

43.

Krippendorff

(2018). Content analysis: An introduction to its methodology. Sage.

44.

Lamb

Cook

S. J. L.

(2002). Guide to teaching strings. McGraw-Hill Education.

45.

Maas

Wacker

A. T.

Allen

A. D.

(2023). The push to 120: Reconciling credit hours in undergraduate music education. Journal of Music Teacher Education, 33(1), 86–102. https://doi.org/10.1177/10570837231189822

46.

MacLeod

R. B.

(2010). A comparison of instructional strategies used by experienced band and orchestra teachers when teaching a first year class a new line of music. Bulletin of the Council for Research in Music Education, 185, 49–62. http://www.jstor.org/stable/41110365

47.

MacLeod

R. B.

(2018). Teaching strings in today’s classroom: A guide for group instruction. Routledge.

48.

May

B. N.

Willie

Worthen

Pehrson

(2017). An analysis of state music education certification and licensure practices in the United States. Journal of Music Teacher Education, 27(1), 65–88. https://doi.org/10.1177/1057083717699650

49.

McGrory

M. T.

Dakon

J. M.

(2024). A content analysis of The Bornoff String Bulletin and String Education Quarterly from 1966 to 1991. String Research Journal. Advance online publication. https://doi.org/10.1177/19484992241266545

50.

Miller

D. S.

(2024). Public high school music education in Maryland: Issues of equity in access and uptake. Journal of Research in Music Education, 71(4), 440–461. https://doi.org/10.1177/00224294231163848

51.

Miller

D. S.

(2025). The workforce entry and teaching responsibilities of new music education graduates: Evidence from a state longitudinal data system. Journal of Music Teacher Education, 34(2), 15–34. https://doi.org/10.1177/10570837241256138

52.

Nguyen

T. D.

Springer

M. G.

(2023). A conceptual framework of teacher turnover: A systematic review of the empirical international literature and insights from the employee turnover literature. Educational Review, 75(5), 993–1028. https://doi.org/10.1080/00131911.2021.1940103

53.

Parker

E. C.

Bond

V. L.

Powell

S. R.

(2017). A grounded theory of preservice music educators’ lesson planning processes within field experience methods courses. Journal of Research in Music Education, 65(3), 287–308. https://doi.org/10.1177/0022429417730035

54.

Parker

E. C.

Powell

S. R.

(2014). A phenomenological study of music education majors’ identity development in methods courses outside their areas of focus. Bulletin of the Council for Research in Music Education, 201, 23–41. https://doi.org/10.5406/bulcouresmusedu.201.0023

55.

Patterson

A. M.

(2020). Basic string technique: A practical guide to string instruction. Kendor Music.

56.

Pellegrino

(2019). Becoming music teachers in a supportive String Project community. Journal of Music Teacher Education, 28(3), 11–27. https://doi.org/10.1177/1057083718803638

57.

Potter

W. J.

Levine-Donnerstein

(1999). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27(3), 258–284. https://doi.org/10.1080/00909889909365539

58.

Salvador

(2010). Who isn’t a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional populations. Journal of Music Teacher Education, 20(1), 27–38. https://doi.org/10.1177/1057083710362462

59.

Schmidt

C. P.

(1989). An investigation of undergraduate music education curriculum content. Bulletin of the Council for Research in Music Education, 99, 42–56. http://www.jstor.org/stable/40318324

60.

Schmidt

(2013). Transition from student to teacher: Preservice teachers’ beliefs and practices. Journal of Music Teacher Education, 23(1), 27–49. https://doi.org/10.1177/1057083712469111

61.

Selby

(2021). Habits of a successful orchestra director: Helpful tips and practical strategies for improving string instruction. GIA Publications.

62.

Smith

B. P.

Mick

J. P.

Alexander

M. L.

(2018). The status of strings and orchestra programs in U.S. schools. String Research Journal, 8(1), 15–31. https://doi.org/10.1177/1948499218769607

63.

Smith

C. M.

(1995). The status of undergraduate string teacher education in American colleges and universities. Journal of Research in Music Education, 43(2), 139–155. https://doi.org/10.2307/3345675

64.

Smith

T. D.

Hendricks

K. S.

Kos

R. P.

Goodrich

(2021). Balancing string instruction in an instrumental lab setting: An intrinsic evaluative case study. String Research Journal, 11(1), 19–38. https://doi.org/10.1177/19484992211020735

65.

Vagi

Pivovarova

Barnard

W. M.

(2019). Keeping our best? A survival analysis examining a measure of preservice teacher quality and teacher attrition. Journal of Teacher Education, 70(2), 115–127. https://doi.org/10.1177/0022487117725025

66.

VanWeelden

Whipple

(2005). The effects of field experience on music education majors’ perceptions of music instruction for secondary students with special needs. Journal of Music Teacher Education, 14(2), 62–70. https://doi.org/10.1177/10570837050140020109

67.

Yarbrough

(1984). A content analysis of the Journal of Research in Music Education, 1953–1983. Journal of Research in Music Education, 32(4), 213–222. https://doi.org/10.2307/3344920

68.

Yinger

O. S.

Vasil

Sheridan

(2023). Centering perspectives of disabled children in music education research. Music Education Research, 25(4), 406–417. https://doi.org/10.1080/14613808.2023.2242365

69.

Zabanal

J. R. A.

(2022). An examination of orchestras and repertoire performed at the American String Teachers Association’s National Orchestra Festival (2004–2020). String Research Journal, 12(1), 5–20. https://doi.org/10.1177/19484992221094817

70.

Zabanal

J. R. A.

Chang

A. C.

Lofdahl

H. A.

(2023). A content analysis of the American String Teacher (2000–2019). String Research Journal, 13(1), 15–31. https://doi.org/10.1177/19484992221121754

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.02 MB

0.00 MB

0.12 MB