Wanted Nationwide: Qualified String Teachers
There is currently a shortage of qualified string teachers to fill the number of job openings. States like Arizona, Texas, and Virginia couldn't fill the positions they had open this past year by the first day of school. Job openings were posted almost weekly on the ASTA-List throughout the fall by Galen Wixson, ASTA Executive Director. A recent study found that orchestra enrollments started to increase in the mid to late 1980's and have continued to rise in the 1990's while the number of string teachers has not increased. The population of string teachers is aging and the number of new string education graduates does not meet current demands. It is very encouraging that string enrollments are increasing but the problem now becomes what can we do as a profession to make sure we have enough teachers available? Public school string teachers, studio teachers, and university professors will have to tackle the problem together.
The Role of the School String Educator
School orchestra directors have great influence over their string students, and considerable emphasis should be placed on recruiting potential string educators while students are enrolled in their school programs. Teachers should encourage students that show the ability to teach or the desire to help others to think about becoming string educators. Nurturing these students by giving them opportunities to help run sectional rehearsals, tutor students needing remedial help, giving younger students private lessons and even conducting on a concert may be the motivation a student needs to make an important career decision. Mentoring programs like those found in Yellow Springs, Ohio and the Norfolk (VA) Public Schools should be considered by more school districts. High school students accompany their high school orchestra director to the feeder middle schools where they serve as role models and assist with teaching responsibilities. Additionally, they receive graduate credit. Model programs such as these could function as a means to encourage string students to enter the teaching field.
ASTA School Task Force
The ASTA School Task Force recently published a brochure "A Career Invitation" which details the benefits and rewards of string teaching. This attractive brochure lists, in bullet format, the characteristics of a successful string teacher and types of teaching positions available. Other information includes salaries and benefits, related career opportunities, tips for selecting a music school, a section on professional organizations, and support networks. String educators are encouraged to order these brochures for their students. University professors may also be interested in having the brochures available for recruiting purposes.
The ASTA School Task Force also has two certificates (Student String Educator Award and String Student Service Award) available for student mentors and assistants. Both are printed on parchment paper and are suitable for framing.
As a string educator it is important to always set a good example and strive to be a good role model. Positive, enthusiastic teachers who are well organized, good musicians that can impart their love of the subject they teach may inspire others to pursue our field.
The Role of the Studio Teacher
Studio teachers sometimes get to know more about their students since they generally work on an individual basis. They may be able to sense who would possibly make a good teacher by the interaction that they have with the student. They may also be able to observe how the older students react with the younger ones at a recital or in a group lesson situation. Anytime a teacher sees a student with a capacity for leadership or one that seems like a natural teacher, they should encourage the student.
Studio teachers that have students headed for performance degrees in college may also want to sit down and have a talk encouraging the student to consider becoming certified to teach as well as to perform. One of the biggest assets we have as a profession is the large number of related opportunities we have available to us. Private teachers can play an important role in this recruiting process!
The Role of the University
Wichita State University hosted a symposium entitled "String Teacher Preparation for the Twenty-First Century" in January 1996. School educators, university professors and private studio teachers met to discuss ways to improve string teacher training. It was one of the first times all three groups had ever entered into detailed discussions. Two additional topics (other than the shortage of teachers) were addressed: what school teachers need to know upon college graduation and how the university can make the climate better for music education majors.
The school teachers in attendance prioritized a list of twelve items that college graduates should be prepared to do in the classroom. Some of the items included: ethics and professionalism of teachers, the importance of hands-on training, sequential pedagogy of each string instrument, classroom management strategies, rehearsal strategies, knowledge of existing string methods, recruiting and retention strategies, and the importance of advocacy. Too many teachers have to learn these skills on the job and it would be better if they were addressed in college.
One of the most important areas discussed was the need for college students to receive adequate time for teacher observation and teacher-directed laboratory experience before going student teaching. Several representatives from some of the model string education programs attended the symposium and described their university programs. These programs all had that one distinguishing factor - they gave their students laboratory time whether it was in a youth symphony setting, a string project setting, a privately run program, or as part of the methods classes - and the students were able to teach and get immediate feedback.
At the Wichita State University Symposium, Camille Smith (The University of Florida) presented information regarding undergraduate string teacher education as it currently exists in American colleges and universities. According to Dr. Smith, more universities in the North Central MENC Division required separate string techniques and string methods classes than other regions of the country. It was also stated that these same schools had more string specialists teaching the courses and do a better job of preparing students. The members of the discussion group then agreed that all music education majors should be required to take a full year of string techniques and methods classes, that the classes should be taught, in part, by people with experience in the classroom, that performance majors also take the techniques and methods classes and students receive more training in conducting.
The topic appears to be such an important one that ASTA and The Ohio State University will co-sponsor a related symposium in October, 1997. This continuing dialogue seems to be the way we can all work together to solve the string teacher shortage and ensure a bright future for string education.
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