A Descriptive Analysis of Instructional Strategies Used by Suzuki and Non-Suzuki Studio Violin Teachers
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This study was an investigation of the instructional strategies used by both Suzuki and non-Suzuki teachers when teaching private studio violin lessons. This study was conducted in two phases. In phase one, participants (N = 85) completed an online questionnaire detailing percentage of lesson time spent in a variety of teaching behaviors. In phase two, participants (N = 3) were observed teaching a studio violin lesson, after which the data were analyzed to determine the teaching behaviors used in the lesson. The data gleaned from both phases were analyzed using descriptive statistics. Results indicated that Suzuki and non-Suzuki teachers exhibited similar amounts of many teaching behaviors, but some differences in the areas of parental involvement, assigned listening to recordings at home, and use of reading music, rote teaching, and playing from memory. Implications and future directions for research are discussed.