Publication Date
11-2023
Document Type
Bibliography
Organizational Units
College of Arts Humanities and Social Sciences, Lamont School of Music, Musicology and Ethnomusicology
Keywords
Violin, Pedagogy, United States pedagogy methods, European pedagogy methods, Learning disorders, Neurodivergent
Abstract
There are several teaching pedagogies that have been utilized throughout the history of the violin, beginning in the early sixteenth century. In my research, I have identified two categories: methods used in the U.S. and methods used in European countries. With this surplus of violin teaching methods, there are several approaches to individual techniques, which undoubtedly affect each pupil differently depending on their learning style. For students with learning deficits, such as dyslexia and ADHD, certain pedagogies such as the Suzuki Method approach auditory stimuli and note reading in a way that contrasts with other pedagogies utilized in the U.S. and European countries, and benefits their learning experience. This research analyzes the primary violin pedagogical approaches used in the U.S. and their application to the education of neurodivergent students.
Copyright Date
11-15-2023
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 International License.
Rights Holder
Author
Provenance
Received from author
File Format
application/pdf
Language
English (eng)
Extent
6 pgs
File Size
123 KB
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Recommended Citation
University of Denver, "Violin Pedagogical Methods and the Neurodivergent Brain: A Comparison of Suzuki and O’Connor Methods in Context with ADHD and Dyslexia" (2023). Musicology and Ethnomusicology: Student Scholarship. 170.
https://digitalcommons.du.edu/musicology_student/170