Roberts, Teagan Rae Xiaofang2019-11-072019-11-072019https://hdl.handle.net/1794/25055245 pagesMusic educators regard selecting repertoire as one of the most important and difficult aspects of teaching music. Repertoire is a central element of curriculum, because it facilitates both musical and technical growth and, when chosen well, often reflects the philosophy and goals of the teacher. However, this central aspect of education has not yet been researched in the studio violin setting. This instrumental case study sought to explore the repertoire selection practices through semi-structured interviews of 10 experienced studio violin teachers. Results indicate that an informal set of repertoire expectations exist within the violin community. These expectations manifest themselves through a relative uniformity in participants’ personal core repertoire. Teachers serve student interests by facilitating participation in shared musical experiences with their peer groups rather than utilizing repertoire as means of personalizing instruction. The institutions, organizations, and musical communities that participants work within influence and limit participants’ curricular choices. Future research with a more representative population of studio violin teachers is suggested.en-USCreative Commons BY-NC-ND 4.0-USMusicViolin RepertoireRepertoire SelectionSuzuki MethodString PedagogyOne-to-one TeachingThesis/Dissertation