Thesis (Ph. D.)--University of North Texas, 2002. / Includes bibliographical references (p. 302-314).

Thesis (Ph. D.)--Kent State University, 1988. / Includes bibliographical references (leaves 241-265).

Thesis (M.A.)--University of Wisconsin--Madison, 1948. / Typescript. Includes bibliographical references (leaf 68).

Thesis (D. Music)--Northwestern University, 2006. / Includes bibliographical references (leaves 132-136).

Thesis (Ph.D.)--Kent State University, 1988. / Director: Terry Miller. Includes bibliographical references.

Music educators admit that there is a great need for research in the field o public school music. Instrumental class teaching has suffered the trial and error method since its introduction into the schools. There is still an appalling lack of material on the subject. The two or three books published on instrumental class teaching are from twelve to seventeen years old. The Reader's Guide lists only nine magazine articles in the past ten years concerning the class teaching of string instruments. Yet, the successful teaching of instrumental classes requires a high type of organization and a specialized teaching technique. It is not only necessary for the teacher to be a good musician, but he must have a knowledge of proper classroom methods and apply it. The purpose of this study is to analyze and evolve from six recognized beginning string methods a course of study suitable for use in training a beginning string section.

In the early years of the nineteenth century, when bowed string instruments were assumed to have reached the apex of their development, there arose among antiquarians and scholars a widespread interest in tracing the ancestry of the violin and related members of the chordophone family. This task proved to be exceedingly formidable not only because of the enormous amount of often obscure evidence which had to be taken into consideration but also because of the manner in which many items of evidence seemed to contradict each other. The issue is still not resolved to the complete satisfaction of every party concerned. Literally scores of different and often conflicting arguments have been advanced, and it could perhaps be justly said that the only furtherance thus far realized has been that of the confusion rather than the resolution of the issue.

The purpose of the study was to compare two instructional methodologies designed to improve the intonation accuracy of seventh grade violin and viola instrumentalists. The collection of data was in regard to (1) instructional methodology: aural and aural/visual, (2) performance tasks: A, B, and C; (3) individual pitches (seven from each of the music tasks), and (4) differences between instrument groups: violin and viola. Sixty-eight seventh grade string students from three string classes of two middle schools were randomly assigned to two experimental groups: (a) aural and (b) aural/visual. The instructional period was implemented daily in ten-minute sessions during twenty days by the orchestra instructors of each school. A pretest-posttest format was used to determine if there were any changes in the subjects' intonation accuracy from prior to after the instructional phase was implemented, and if these changes could be attributed to any of the methodologies. The testing material used on both testing sessions included three performance tasks composed of seven notes each. Subjects were recorded on both testing occasions. The data were the scores of absolute pitch deviation, measured in cents from equal temperament, from the pre- and postest; these were treated with analysis of variance. The ANOVA on the posttest scores indicated a non-significant difference between the instructional methodologies in their effectiveness to improve the subjects' ability to play in tune.

Arnold Schoenberg's String Quartet No. 1, Op. 7 stands out as being the first chamber music piece to use a vast number and variety of extended string techniques within one composition. This paper examines a brief history of extended string techniques in chamber music, analyses the unique ways in which Schoenberg applied extended string techniques to manipulate motives in his Op. 7 quartet, and ultimately shows that Schoenberg's use of extended string techniques influenced future composers to employ even more extended techniques and special effects in their own twentieth-century chamber music.