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A study of beginning level violin ed...

Schlosberg, Theodore Karl.

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A study of beginning level violin education of Ivan Galamian, Kato Havas, and Shinichi Suzuki as compared to the Carl Flesch method.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of beginning level violin education of Ivan Galamian, Kato Havas, and Shinichi Suzuki as compared to the Carl Flesch method./
作者:	Schlosberg, Theodore Karl.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	268 p.
附註:	Source: Dissertations Abstracts International, Volume: 50-01, Section: A.
Contained By:	Dissertations Abstracts International50-01A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8808232

A study of beginning level violin education of Ivan Galamian, Kato Havas, and Shinichi Suzuki as compared to the Carl Flesch method.
Schlosberg, Theodore Karl.

A study of beginning level violin education of Ivan Galamian, Kato Havas, and Shinichi Suzuki as compared to the Carl Flesch method. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 268 p.

Source: Dissertations Abstracts International, Volume: 50-01, Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey, School of Graduate Studies, 1987.

This item must not be sold to any third party vendors.

This study is concerned with the reduction in the quality and quantity of violin students. A major cause of this reduction was identified during past years, when violin instruction consisted of a conventional style of teaching that emphasized technical development through playing exercises and drills and required lengthy, daily practice periods in order to achieve quality playing. Suggestions for the prevention of a further decline and for the creation of interest in violin playing are offered in this study. These ideas are presented in the three stages of the study which begins by revealing the perceptions of Ivan Galamian, Kato Havas, and Shinichi Suzuki in regard to beginning violin playing. In stage two these perceptions are compared with the Carl Flesch pedagogy, while stage three presents a synthesis of all four approaches. The factors selected for comparison include five basic abilities that beginning violinists are required to perform: (1) the posture of the body, (2) gestures of the left arm, (3) gestures of the right arm, (4) tone production, and (5) practice as a condition of learning. Within these categories of abilities, 87 behaviors were compared which resulted in 19 areas of agreement among the four master teachers. These stages and comparisons are viewed as a first step in developing an improved approach to beginning violin playing that will interest teachers in further study and investigations.Subjects--Topical Terms:

3168367
Music education.

A study of beginning level violin education of Ivan Galamian, Kato Havas, and Shinichi Suzuki as compared to the Carl Flesch method.
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506 $a This item must not be added to any third party search indexes.
520 $a This study is concerned with the reduction in the quality and quantity of violin students. A major cause of this reduction was identified during past years, when violin instruction consisted of a conventional style of teaching that emphasized technical development through playing exercises and drills and required lengthy, daily practice periods in order to achieve quality playing. Suggestions for the prevention of a further decline and for the creation of interest in violin playing are offered in this study. These ideas are presented in the three stages of the study which begins by revealing the perceptions of Ivan Galamian, Kato Havas, and Shinichi Suzuki in regard to beginning violin playing. In stage two these perceptions are compared with the Carl Flesch pedagogy, while stage three presents a synthesis of all four approaches. The factors selected for comparison include five basic abilities that beginning violinists are required to perform: (1) the posture of the body, (2) gestures of the left arm, (3) gestures of the right arm, (4) tone production, and (5) practice as a condition of learning. Within these categories of abilities, 87 behaviors were compared which resulted in 19 areas of agreement among the four master teachers. These stages and comparisons are viewed as a first step in developing an improved approach to beginning violin playing that will interest teachers in further study and investigations.
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