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Strings Teaching and Learning in Community Schools

The setting for this chapter is the author's private violin teaching in a student's home environment in Tokyo metropolitan area, Japan. One of the student's caregivers videotaped a few sets of the violin lessons in the living room of the student's home. The author used the film as a source of cues, stimuli, topics for discussion, and interviewing tools. Specifically, by adapting the methodology of Tobin, Hsueh, and Karasawa's “video-cued multivocal ethnography,” or “the Preschool in Three Cultures method,” this study collected and presented a series of voices all talking about the same set of violin lesson videos. These alternative approaches of string teaching emphasize learners' self-regulated practice to explore sound pitch and their readiness to participate in ensemble playing. The chapter gathers multiple viewpoints to assess the pedagogical practice of flow theory-based pedagogy in a community learning setting along with the concluding remark.