Pedagogical content knowledge for SHIFTING: More than a toolbox of tricks
Files
Accepted manuscript
Date
2018-05-02
Authors
Grieser, Diane
Hendricks, Karin
Version
OA Version
Citation
D. Grieser, K. Hendricks. "Pedagogical content knowledge for SHIFTING: More than a toolbox of tricks.." American String Teacher, Vol 68, Issue 2, pp. 16 - 19.
Abstract
The heterogeneous string classroom can often present challenges to string teachers in knowing how to help a variety of students develop complex string technique such as shifting and vibrato. Just like teaching any skill in any subject, teaching string-specific technique requires specific types of knowledge, and long-term success depends largely on ensuring that technical fundamentals are well taught. In this two-part series, we will address the issues of pedagogical content knowledge (PCK)—the integration of content knowledge and pedagogical knowledge—in regard to shifting and vibrato in the heterogeneous string classroom, to demonstrate how knowledge of technique works hand-in-hand with knowledge of teaching.
“We explore common shifting challenges and realistic teaching strategies that take into consideration the large heterogeneous string classroom.”
In this first article, we focus on shifting technique, and in the second, we will discuss vibrato. Previous research suggests that teachers who have PCK to teach a concept or skill can help students deepen the understanding of complex skills and concepts. In this article, we discuss various teaching strategies from the pre-shifting exercises to early shifting exercises. We explore common shifting challenges and realistic teaching strategies that take into consideration the large heterogeneous string classroom.
Description
License
Attribution-NonCommercial-NoDerivatives 4.0 International