2) to provide practical hands-on train- ing for undergraduate string education majors during their collegiate careers. String Projects have been successful due to the collaborative nature of their structure. Te Consortium is affiliated with businesses, foundations, profes- sional music organizations and even individuals who believe in their ideals and goals. Each String Projects site work with local community organiza- tions, school administrators and parents of interested students in organizing a field experience that is a win-win for the community and the university string education program.
At Illinois State University, the collab- orative efforts of Adriana Ransom and Kate Lewis have provided the String Project leadership for the past four years. Ransom, Assistant Professor of Cello is the director of String Project. She is responsible for the administra- tive and organizational aspects of the program. In addition, she assists with mentoring of the PSTs through obser- vation of teaching episodes and leading reflection in weekly seminars. Adriana is also a member of the NSPC Board of Directors. Kate Lewis is Assistant Professor of Viola and also the Master Teacher for String Project. Her respon- sibilities include creating lesson plans for all levels of instruction, leading large group rehearsals, and collaborating with PSTs who not only act as assistant instructors for large group instruction, but also lead instruction in sectionals and private lessons. Kate also organizes the weekly seminar, which includes sessions on string pedagogy, sharing information about individual String Project students, and provides feedback on teaching effectiveness.
Te ISU String Project consists of two programs, one on-campus and one off- campus in a small rural community 20 miles north of Bloomington-Normal. Typically, students in grades 3–8 participate in the program and come from private schools, home schooled population, and in communities that do not have a string program in the local public schools, but String Project at ISU also works with the local public school string teachers to help students who want more instruction.
Te on-campus program consists of four levels of instruction for participat- ing students. Te first year beginners, or Dolce group, usually consists of 3rd
Winter 2010 |
www.ilmea.org
and 4th
graders. Second year students
participate in the Allegro group. For students in grades 5–8, they perform in one of two mixed-aged ensembles, Vi- vace or Sinfonia, which is an auditioned group. Students of all four groups meet two days per week with one full group rehearsal and one sectional or a private lesson. While there is a registration fee for participating students, need-based scholarships, secured through grants and local contributions, are available.
Tere are presently 20 undergraduate students participating in the project. Freshmen through seniors are eligible to participate, and typically spend three to four years in the program. Students must apply to participate and be selected for one of the limited number of teaching positions. Because of the significant time commitment (teaching two to four days per week and attending a weekly semi- nar), these are paid positions.
In a large group session, it is typical to find a team-teaching approach that includes a lead teacher, typically a faculty member, and up to eight undergraduate students. PSTs new to the program are assigned observational and assistant instruction duties. As they progress through the program, more opportunities to lead instruction are provided. Abigail Cash, a sophomore music education major from Alton, expressed her appreciation for the opportunity “of learning many pedagogical techniques from working with other TAs and professors”. She also stressed the importance of “working with a large variety of students with different backgrounds in an environment where there are more experienced teachers and professors to ask for advice on how to handle these issues.”
While many universities will sponsor on-campus teaching academies for undergraduate students, an off-campus program is unusual. In 2008, Adriana Ransom was contacted by a parent living in Chenoa, a small rural community 20 miles north of Bloomington-Normal. Te parent was familiar with a summer string camp sponsored by ISU String Project and inquired if the idea of a year- round string program had ever been considered. Te parent not only made a donation to support the program, but also found a matching grant from a local business. Adriana was able to secure a grant from the NSPC and together this provided the necessary funding to start such a program. Te first year produced
a class of 15 students from surrounding communities. Presently, six experienced PSTs are selected to provide instruction on Saturdays for one and a half hours to local students. Tis string program set in rural Illinois was only possible through the collaborative efforts of local community members, ISU, a national music office and area school administrators who have allowed String Project members to visit their schools to promote the program.
Trough the String Project, ISU string education majors have a unique op- portunity for substantial teaching experiences that has made a significant impact on their professional growth and development. Adriana and Kate believe that the hands-on, team teaching experi- ences develops PSTs confidence, teacher personality and pedagogical knowledge. Most importantly they see a dramatic change in their students’ sense of pro- fessionalism as they progress through the program. Michelle Krewer, a senior music education major presently student teaching discussed the benefits of par- ticipating in the program.
“I had an incredible experience work- ing for String Project while I was at ISU. I came in as an undergraduate student, and came out a teacher. Go- ing into student teaching, I felt very confident in my teaching abilities, and a lot of that confidence came from all the experience I got in String Project. I had the opportunity of getting a great deal more experience than the average education student.”
Creative field experiences that provide authentic teaching opportunities for pre-service teachers are critical in the preparation of 21st
century teachers.
While the success of the ISU String Project is predicated upon a dedicated faculty and undergraduate student body, the key to its success, however, is due to the collaborative nature of all aspects of the program. Te ISU String Project is an excellent model of collaboration provid- ing a unique, successful and substantial program that is making a difference in teacher education.
Joseph Manfredo Vice President–Music Teacher Education Illinois State University School of Music, Box 5660 Normal, IL 61790-5660
jmanfre@ilstu.edu 309.438.8372
51
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112