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Foundational Learning and Rehabilitation: an Investigation of the Remedial Strategies of Postsecondary Violin Instructors

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Foundational Learning and Rehabilitation: an Investigation of the Remedial Strategies of Postsecondary Violin Instructors University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 10-19-2015 Foundational Learning and Rehabilitation: An Investigation of the Remedial Strategies of Postsecondary Violin Instructors Vanessa Andrea Mio University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Mio, Vanessa Andrea, "Foundational Learning and Rehabilitation: An Investigation of the Remedial Strategies of Postsecondary Violin Instructors" (2015). Electronic Theses and Dissertations. 5453. https://scholar.uwindsor.ca/etd/5453 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. Foundational Learning and Rehabilitation: An Investigation of the Remedial Strategies of Postsecondary Violin Instructors by Vanessa Mio A Dissertation Submitted to the Faculty of Graduate Studies through the Faculty of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at the University of Windsor Windsor, Ontario, Canada 2015 © 2015 Vanessa Mio Foundational Learning and Rehabilitation: An Investigation of the Remedial Strategies of Postsecondary Violin Instructors by Vanessa Mio APPROVED BY: __________________________________________________ Dr. Gail Barnes Faculty of Music, University of South Carolina __________________________________________________ Dr. Deborah Kane Faculty of Nursing, University of Windsor __________________________________________________ Dr. Rodger Beatty Faculty of Education, Brock University __________________________________________________ Dr. Terry Sefton Faculty of Education, University of Windsor __________________________________________________ Dr. Jonathan G. Bayley, Advisor Faculty of Education, University of Windsor [September 15, 2015] iii DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. I certify that, to the best of my knowledge, my thesis does not infringe upon anyone’s copyright nor violate any proprietary rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my thesis, published or otherwise, are fully acknowledged in accordance with the standard referencing practices. Furthermore, to the extent that I have included copyrighted material that surpasses the bounds of fair dealing within the meaning of the Canada Copyright Act, I certify that I have obtained a written permission from the copyright owner(s) to include such material(s) in my thesis and have included copies of such copyright clearances to my appendix. I declare that this is a true copy of my thesis, including any final revisions, as approved by my thesis committee and the Graduate Studies office, and that this thesis has not been submitted for a higher degree to any other University or Institution. iv ABSTRACT Applied violin instructors at the postsecondary level often face the task of having to implement rehabilitation (remedial/corrective pedagogy) with incoming first-year students in order to address technical/musical habits or deficiencies. (Burt & Mills, 2006; Rolland, 1974b; Zweig, 2008). If students are not guided appropriately in the critical early stages, they increase their potential of developing poor technical habits or deficiencies that could be carried with them into their future studies (Hallam, 2013; Howe & Sloboda, 1991b; Kempter, 2003; Mills & Smith, 2003; Nerland, 2007). As various motor patterns are formed through habitual reinforcement, incorrect techniques may be strengthened (Salzberg & Salzberg, 1981). Using a descriptive qualitative methodology with elements of multiple case study research design, 10 postsecondary violin instructors from across North America were interviewed to gain insight into personal rehabilitative approaches, influences, experiences, and assessment strategies that they implement with their first-year performance students. The interview data, external data sources, and artifacts were then analyzed through the theoretical framework of empiricism, Social Development Theory, Scaffolding Theory, Attribution Theory, and Teacher Attribution Scaffolding Theory. The results indicated that most first-year violin performance students require remedial work, with posture and the bow arm representing the most pressing deficiencies. The participants had differing opinions in terms of how deficiencies are established, but they agreed that appropriate early instruction is imperative. Many participants believe that through experience, they now address correction based on the individual psychological wellbeing of every student, their level of self-efficacy, resistance to v change, and postsecondary pressures. By contrast, other participants view rehabilitation as a necessary part of postsecondary education, regardless of artistic proficiency. The participants agreed that although some first-year students resist correction, the majority of students exhibit an increased sense of self-efficacy through a positive feedback loop of practice, motivation, feedback from their instructors and peers, and tangible documentation of improvement. The pedagogical expertise and applied experiences presented in this study should inform current and future violin pedagogues about the effects of inappropriate early instruction, how to assess the need for rehabilitation, and how to address technical/musical deficiencies effectively. vi DEDICATION I dedicate this dissertation to Dr. Metro Kozak. Thank you for your loving support and guidance over the years. You continue to inspire me. vii ACKNOWLEDGEMENTS Firstly, I would like to thank God for the strength, favour, and amazing opportunities while completing this degree. You have given me exceeding, abundantly, above all that I could ever ask, dream, or think. (Ephesians 3:20) I would like to thank my supervisor, Dr. Jonathan Bayley, for your patience, inspiration, wisdom, and guidance over the last five years. You had faith in my abilities as a musician and student, and you have opened my eyes to a new scholarly world. Thank you for leading me through my first research study and giving me the confidence to pursue new challenges and adventures in the field of music education. Thank you to all of my dedicated committee members: Dr. Gail Barnes, Dr. Deborah Kane, Dr. Terry Sefton, and Dr. Rodger Beatty. A big thank you to Dr. Beatty for your knowledge, sincere interest, and time that you gave in guiding my academic and musical pursuits. I would also like to thank Dr. Darren Stanley and Gayle Tait for your patience and support over the years. You believed in me, and I am so grateful! This study has inspired me in many ways: personally, academically, and violinistically. I would like to thank all of the participants for your time and effort in preparing for the interviews and contributing to the study. Many spoke for longer than the allotted time frame and were more than willing to share personal experiences to bring awareness to the issue of rehabilitation. Through your wisdom, I gained a greater awareness about my own teaching practices and how to best approach remedial pedagogy with my students. I share many of your personal stories, anecdotes, and pedagogical strategies with my students on a regular basis, as a means to continue your legacies. viii Thank you to Mimi Zweig and Dr. Brenda Brenner for the major part that you played in my life over the last decade. You are incredible mentors and supporters, and your guidance over the years has impacted my life in many ways. Thank you for instilling in me a passion for teaching and teacher education. Lastly, I would like to thank my amazing family. Mom, Dad, Nathan, and Kiersten, you have always supported my dreams and aspirations in life, and I am so grateful for your patience, encouragement, and understanding throughout this journey. ix TABLE OF CONTENTS DECLARATION OF ORIGINALITY.............................................................................. iii ABSTRACT....................................................................................................................... iv DEDICATION................................................................................................................... vi ACKNOWLEDGEMENTS.............................................................................................. vii CHAPTER I: INTRODUCTION........................................................................................ 1 Problem Statement....................................................................................................................... 1 Research Purpose........................................................................................................................
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