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A Survey of String Teachers' Opinions Regarding the Teaching of Violin/Viola Shifting

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A Survey of String Teachers' Opinions Regarding the Teaching of Violin/Viola Shifting UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE A SURVEY OF STRING TEACHERS’ OPINIONS REGARDING THE TEACHING OF VIOLIN/VIOLA SHIFTING A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Beth A. Sievers Norman, Oklahoma 2005 UMI Number: 3203281 UMI Microform 3203281 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 A SURVEY OF STRING TEACHERS’ OPINIONS REGARDING THE TEACHING OF VIOLIN/VIOLA SHIFTING A Dissertation APPROVED FOR THE SCHOOL OF MUSIC BY ___________________________ Dr. Nancy H. Barry ___________________________ Dr. Michael A Raiber ___________________________ Dr. Matthew A. Dane ___________________________ Dr. Irvin L. Wagner ___________________________ Dr. Barbara A. Greene © Copyright by Beth A. Sievers 2005 All Rights Reserved. iv Acknowledgments I have been inspired to write about this particular topic for over ten years. After observing many violin/viola students experience frustration when playing in positions other than first position, I began to think about a possible research study in this area. I would like to take this time to thank many people that encouraged me along the way. I would like to thank Mr. Michael Kepler for assisting me with data analysis as well as answering any questions that might have occurred throughout the research study. A special thank you goes to all of the participants in this research study. Many string teachers gave me encouragement as well as vital information that assisted this study. I would like to thank Dean Randall Pembrook at the University of Missouri, Kansas City. Without his support, I would not have pursued a degree in music education and string pedagogy. Also, I would like to thank Mr. Tiberius Klausner and Mr. Harry Taub for many years of violin lessons as well as encouragement to persevere my craft. Without their guidance and love of teaching, I would not feel strongly committed to helping others learn the beauty and intricacies of playing the violin. As a performer, it has been challenging for me to pursue a degree in music education. I appreciate Dr. Nancy Barry for helping me through the process of thinking “outside the box” of performance areas, and considering other realms of music. Thank you for sharing your expertise with me. I would also like to thank Dr. Michael Raiber for his continued enthusiasm and encouragement throughout my v doctoral experience. I would like to give Dr. Barbara Greene special thanks for opening my eyes to the cognitive aspects of how the brain works and also to better understand how a musician thinks about specific areas such as shifting. To my performing faculty colleagues, I would like to thank Dr. Matthew Dane and Dr. Irvin Wagner for taking the time to support me throughout the dissertation process. Also, I would like to acknowledge the music faculty at the University of Oklahoma, for supporting my endeavors as a student as well as a colleague. Lastly, I would like to thank my family for supporting me throughout my doctoral degree. To my husband, Karl, for your tireless help throughout my advanced degrees, your encouragement through the “ups and downs,” and for allowing me to pursue my dreams, I am indebted to you. Thank you to my daughter, Lauren, for her graphic design talents when helping me create the figures that appear in this dissertation. Also, I would like to thank Emily and Tom, my middle daughter and son, for putting up with me during the five years while pursuing my doctoral degree. Thank you to my parents and sisters for supporting me throughout my musical life and encouraging me to pursue my goals. To my mother, who went to be with our Lord in heaven, I know that you would be proud of me. I am especially thankful for God touching me with many blessings throughout this process as well as my entire life. Thank you for providing me with such a rich support group of family, friends, and colleagues. vi TABLE OF CONTENTS List of Tables ..................................................................................................................... xi List of Figures.................................................................................................................. xiii Abstract............................................................................................................................ xiv CHAPTER 1 – INTRODUCTION Background..............................................................................................................1 Need for the Study ...................................................................................................4 Research...................................................................................................................5 Purpose of the Study ................................................................................................6 Research Questions..................................................................................................6 Definitions................................................................................................................7 Delimitations and Assumptions ...............................................................................7 Organization of the Dissertation ..............................................................................9 CHAPTER II -REVIEW OF RELATED LITERATURE Introduction............................................................................................................10 History of Shifting .................................................................................................10 Principles of Balance .............................................................................................13 Balance in Posture..................................................................................................14 Balanced Violin/Viola Hold ..................................................................................16 The Left Thumb .....................................................................................................18 Audiation................................................................................................................20 Technical Aspects of Shifting................................................................................21 Purpose.......................................................................................................21 Method of Shifting.....................................................................................21 Guide Note.................................................................................................23 The Use of Higher Positions......................................................................23 Types of Shifts .......................................................................................................24 Positions.....................................................................................................26 What Positions Should Be Taught First.....................................................27 When to Introduce Shifting........................................................................29 Research.................................................................................................................31 Summary................................................................................................................34 Significance of the Study.......................................................................................36 vii CHAPTER III-METHODS AND PROCEDURES Introduction............................................................................................................37 Development of the Research Instrument..............................................................37 Administration of the Research Instrument ...........................................................40 CHAPTER IV- RESULTS OF THE STUDY Introduction............................................................................................................42 Data Analysis.........................................................................................................44 Survey Data: Participants.......................................................................................44 Primary Instrument ................................................................................................46 Education ...............................................................................................................46 Focus of Highest Degree........................................................................................47 Years of Study........................................................................................................48 Primary and Additional Teaching Areas................................................................49 Current States.........................................................................................................50 Years of Teaching Experience...............................................................................51 Age of Participant ..................................................................................................51 Research Question .................................................................................................52
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