6045 Strings for the Non-String Major
Strengthen your confidence in teaching string instruments by transferring your present knowledge of music performance to string techniques. Specific objectives will focus on a sequence for teaching posture and fingerboard geography, the foundation of advanced techniques such as shifting, and vibrato in a heterogeneous string class setting. Explore the physical requirements of successfully performing on each instrument, the kinesthetics of the bow arm, and the logic of navigating the fingerboard.
Instructor: Dr. Laurie Scott
Dr. Laurie Scott is Associate Professor of Music and Human Learning at The University of Texas at Austin. Additionally, she serves as the director of The University of Texas String Project. Previous to this appointment, Dr. Scott served as professor of violin and viola and director of music education studies at Southwestern University in Georgetown, Texas. As a music educator in Texas, Dr. Scott has served as an officer of the Texas chapter of the American String Teacher's Association, taught middle and high school strings for the Austin ISD and was co-conductor of the Austin Youth Symphony. Dr. Scott was awarded the Teaching Excellence Award for the School of Music and the College of Fine Arts at The University of Texas at Austin. She is a teacher trainer for the Suzuki Association of the Americas, and is on the editorial board for the American String Teacher. She is a guest clinician and conductor at state and national conventions speaking on string pedagogy, public school music education, orchestral bowing techniques and character development through the arts. She is co-author with William Dick of the textbooks, Mastery for String, Level One and Two. Her latest publication, Learning Together: Sequential Repertoire for Solo Strings or String Ensembles is co-authored with William Dick and Winfred Crock. The book "From The Stage to the Studio: How Fine Musicians Become Great Teachers" a collaborative effort with cellist and author Cornelia Watkins, was released by Oxford University Press in April 2012.