Document Type

Article

Source Publication Title

American String Teacher

DOI

https://doi.org/10.1177/00031313231197638

Abstract

As a career cello pedagogue and as a certified dyslexia instructor, I have been sought out by many string teachers for insights into how to help their students who struggle with music reading. Over time, I observed that this was a hidden problem without a research-based solution. To investigate further, I invited a self-selected cohort of string teachers to fill out a survey concerning music reading difficulties in their classrooms or studios. Fifty-two out of fifty-three respondents agreed that they had students in their programs who did not or could not learn to read music within the context of standard instruction. If you are like the many teachers with whom I have raised the question, you may have experienced this as well. In academic classrooms, students who are found unable to read or write words will be tested and provided with appropriate resources and instruction for literacy. In our music classrooms, there is no such response. Because there is no academic music reading mandate, there is little research about students who struggle with note reading and no unified approach to remediation. The reality is that, if students are struggling to read music, they most likely are not being provided appropriate resources and instruction and may ultimately quit their music programs.

Publication Date

11-1-2023

Language

English

Comments

Elizabeth Morrow (emorrow@uta.edu) is Professor Emerita of Cello at the University of Texas at Arlington and a Licensed Dyslexia Therapist. An award-winning pedagogue, she has been an active presenter at ASTA conventions and a contributor to the AST Journal throughout her career. Dr. Morrow continues to teach cello and perform, and she is the developer of the NoteSense Music Reading Program.

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