started their string instruments mostly through programs
Orchestra Report:
in their schools in third, fourth, or fifth grades, although
one student did start themselves (at the age of 11).
String Survey Results
3. SCHOOL: Thirty-three students (64.7%) of stu-
dents attended a public high school. Twelve (23.5%)
attended private school, and six (11.8%) were
by Linda Vaillancourt, Orchestra VP
homeschooled.
The strings education presence in Maine schools is not a
4. SCHOOL STRING PROGRAMS: Slightly more
large one. We have several schools with string pro-
than half (54%) of the All-State string players came
grams, though one would be hard-pressed to name more
from schools with string programs.
than ten off the top of his head. Compared to band and
choral programs, which are abundant throughout the
5. STUDENT INVOLVEMENT: String students
state, strings can at times seem almost insignificant.
overall seem very involved with their school music pro-
Despite this, the Maine All-State Orchestra has contin-
grams. 23 were involved with their school orchestra (a
ued to be strong, with ample players auditioning for
number I found interesting, as it is less than the number
slots in the ensemble. The typical All-State Orchestra
claiming to have string programs in their schools.)
uses between 50 and 60 players, though that number has
Other students were involved with fiddling ensembles,
been even greater, depending on audition numbers,
and several mentioned playing their string instrument in
strength, and repertoire selected. Seeing these numbers,
their school’s band, jazz band, or pit orchestra, or were
I was very curious about where our string players were
sometimes asked to play along with their school’s cho-
coming from. Are our few string programs so strong
rus. Several members sang in their school’s chorus or
that they can together put out 60 students capable of
select vocal ensemble, or played a wind/percussion/
learning a segment of a concerto and several scales in
piano instrument in band or jazz band. Many also en-
order to pass the audition? Or are most of our players
rolled in their school’s other music offerings, such as
the “independent” type, deciding without the aid of a
theory classes. Additionally, some students reported
school program that strings were something they wanted
playing in chamber ensembles through their schools or
to pursue, and initiating lessons on their own? (In which
being involved in Tri-M. Eight students, however,
case, how are these students coming upon this interest?)
claimed none, or reported that their school did not have
How does our state’s home-schooling movement fit into
a music program of any kind.
this? Are our home-schooled students able to participate
in their school’s programs? With these questions in
6. OTHER ORCHESTRAL EXPERIENCE: 38
mind, I put together a survey of 10 questions that I then
(79%) were also involved in a youth or community or-
passed out to the string players of the 2008 Maine All-
chestra outside of school.
State Orchestra. The results are as follows:
7. DISTRICT ORCHESTRA: Roughly one third par-
1. YEARS EXPERIENCE: The All-State string play-
ticipated in their district orchestra, one third did not, and
ers had played for a mean average of 9.7 years, with
one third did not have an orchestra as part of their dis-
over two thirds of players playing between 8 and 11
trict festival.
years. One student had played as long as 15 years; one
student had only played for four years.
8. PRIVATE STUDY: All but 1 studied privately. The
one who reported “no” did write in “used to.”
2. INITIATIVE TO PLAY: Three quarters of the All-
State string players started out through private lessons.
9. TRAVEL DISTANCE: Most students travelled half
Of these, about half started between the ages of 5 and 7,
an hour or less for their private lessons, but 7 reported
with three starting as young as 3, and one not starting
traveling 31-60 minutes, and 5 reported traveling 61-120
until the age of 14 (the oldest age; after this were two
minutes.
students who started at age 11.) The remaining quarter

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