Table of Contents for Wiki

What I Know about teaching strings in groups from all sources so far in my
life.
Basic Edition 1.0 from Hamann and Gillespie, 3d edition. (2012)

1. Chapter:1 String Instruments

1.1. Instruments
1.2. Bows
1.3. Accessories and Supplies
1.4. Selecting String Instruments
1.5. Care and Maintenance of String Instruments and Bows
1.6. References
1.7. Additional Resources
2. Chapter 2: Beginning String Class Instruction
2.1. Guiding Principles for Teaching Beginning String Classes
2.2. Performance Goals and Objectives of 1st- and 2nd-Year Classes
2.3. Rote-to-Note Teaching Sequence
2.4. Strategies for Determining Proper Instrument Sizes
2.5. Recommended Seating Configuration for Beginning String Classes
2.6. Pedagogy for Teaching Instrument Position
2.7. Creating Lesson Plans for Beginning String Class Instruction
2.8. Additional Instrument Position Teaching Strategies
2.9. Left-Hand Shape: General Guidelines
2.10. Pedagogy for Teaching the Left-Hand Shape
2.11. Pedagogy for Teaching Pizzicato
2.12. Pedagogy for Teaching Beginning Finger Placement
2.13. Bowing Instruction: General Guidelines
2.14. Bow Hand Shape: General Guidelines
2.15. Pedagogy for Teaching Bow Hand Shape
2.16. Sound Production Principles
2.17. Dtach Bowing: General Guidelines
2.18. Pedagogy for Teaching Dtach Bowing
2.19. Beginning String Crossings: General Guidelines
2.20. Pedagogy for Teaching String Crossings
2.21. Staccato and Hooked Bowings: General Guidelines
2.22. Pedagogy for Teaching Staccato and Hooked Bowings
2.23. Pedagogy for Teaching Slurs
2.24. Aural Skill Development in Beginning Classes: General Guidelines

2.25. Pedagogy for Teaching Beginning Aural Skills

2.26. Strategies for Teaching Instrument Tuning in Beginning String Classes
2.27. Beginning Students' Common Playing Problems and Solutions
2.28. References
2.29. Additional Resources
3. Chapter 3: Intermediate String Class Instruction
3.1. Performance Goals and Objectives of 3rd- and 4th-Year String Classes
3.2. Pedagogy for Teaching Parallel Bowing
3.3. Pedagogy for Teaching Smooth Direction Changes
3.4. Pedagogy for Teaching Tone Production at Different Dynamic Levels
3.5. Pedagogy for Teaching Moderate-to-Faster Tempo String Crossings
3.6. Pedagogy for Teaching Slurring More than Four Notes
3.7. Pedagogy for Teaching Martel Bowing
3.8. Pedagogy for Teaching Basic Spiccato
3.9. Pedagogy for Teaching Consistent Lengthened & Balanced Body Posture
3.10. Pedagogy for Refining Instrument Position
3.11. Intermediate Left-Hand Skills: General Guidelines
3.12. Pedagogy for Refining Left-Hand Shapes
3.13. Pedagogy for Teaching Cello Extensions
3.14. Shifting: General Principles
3.15. Pedagogy for Teaching Shifting
3.16. Vibrato: General Principles
3.17. Pedagogy for Teaching Vibrato
3.18. Double Bass Pivoting: General Guidelines
3.19. Pedagogy for Developing Intermediate Aural Skills in the School
Orchestra
3.20. Intermediate Instrument Tuning
3.21. Problem Solving: Intermediate Students' Common Playing Problems
and Solutions
4. Advanced String Class Instruction
4.1. Goals and Objectives of Advanced Playing Skills
4.2. Pedagogy for Teaching Expressive Dtach Bowing
4.3. Pedagogy for Teaching Lour (Portato) Bowing
4.4. Pedagogy for Teaching Sul Tasto Bowing
4.5. Pedagogy for Teaching Ponticello Bowing
4.6. Pedagogy for Teaching Controlled Tremolo Bowing
4.7. Pedagogy for Teaching Coll Bowing
4.8.Pedagogy for Teaching Fast String Crossings
4.9. Pedagogy for Teaching Expressive Spiccato
4.10. Two-Octave Scales through Four Sharps and Four Flats: General
Guidelines

5.

6.

7.

8.

4.11. Pedagogy for Refining Shifting

4.12. Pedagogy for Refining Vibrato
4.13. Pedagogy for Developing Advanced Aural Skills in the School Orchestra
4.14. Advanced Instrument Tuning
4.15. Problem Solving: Advanced Students' Common Playing Problems and
Solutions
4.16. Additional Resources
Chapter 5: The School Orchestra Program
5.1. A brief History of Orchestra Programs
5.2. Values of Orchestra Programs in the School Music Curriculum
5.3. Strategies for Defending the School Orchestra Program
5.4. Developing Community Support for the Orchestra Program
5.5. The Typical School Orchestra Curriculum
5.6. Enhancing the Orchestra Curriculum
5.7. References
5.8. Additional Resources
Chapter 6: Preparing for Your Orchestra Rehearsal
6.1. Preparing Your Rehearsal Room and Equipment
6.2. Factors to Consider in the Preparation of Your Rehearsal Strategies
6.3. Differences and Commonalities in Teaching Wind, Brass, and String
Instruments
6.4. Choosing Music for Your Groups
6.5. Score Preparation
6.6. Lesson Planning
6.7. Auditions/Tryouts
6.8.Nearing the Rehearsal
6.9. References
6.10. Resources
Chapter 7: Conducting Your Rehearsal
7.1. Tuning
7.2. Review of Old and Introduction of New Materials
7.3. Sight-Reading
7.4. End of the Rehearsal
7.5. Trouble-Shooting during Rehearsals
7.6. Effective Teacher/Director Presentation
7.7. Other Considerations
Chapter 8: Practical Approaches to Teaching Improvisation in the School
Orchestra
8.1. A Creative Drone Approach
8.2. Review of Old and Introduction of New Materials
8.3. A Riff Approach

8.4.A Call-and-Response or Question-and-Answer Approach

8.5. A Chordal Approach
8.6.A Rhythmic Ostinato Approach
8.7. References
8.8.Additional Resources
9. Chapter 9: String Student Recruitment and Retention
9.1. Philosophy
9.2. Why Children Choose to Play Instruments
9.3. Preparation for Recruitment
9.4. Recruitment Procedures
9.5. Retention
9.6. References
9.7. Additional Resources
10. Chapter 10: Method Books and Music for the School Orchestra
10.1. String Method Books and Method Book
10.2. Evaluation Criteria
10.3. Recommended Publishers
10.4. String and Full Orchestra Literature: Criteria for
10.5. Grade-Level Distinctions
10.6. References
11. Chapter 11: Children as Students and Classroom as Learning Spaces 1
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11.2. xx
11.3. xx
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1 In this section, we will record observations about children: how they seem to learn,
what they respond to, what opportunities and challenges they bring to the string
classroom individually and in groups. Hamann and Gillespie (2012) does not cover this
topic