THE CARE AND FEEDING OF YOUR MIDDLE SCHOOL STRINGER
by Lin Davidson
As students enter the middle school years, they face many new experiences. In orchestra, they will find a larger variety of skill levels, a larger amount of assigned work, different expectations on preparation, and letter grades.
Middle schoolers are often too self - critical. When placed in a group of more experienced players, they can make unfair comparisons and lose momentum or interest. As a parent, remember to encourage and praise good effort and practice habits. Ask for frequent personal mini-concerts so you can see their progress.
Orchestra in middle school also brings a greater amount of assigned work. The learning of new techniques such as new key signatures, shifting, and vibrato continues while technique books and several orchestra pieces are worked on at the same time. The students must learn to manage this work load as directors expect more independence at this level. Once music is passed out and concert repertoire is decided, students should plan for individual practice to learn their various parts. These expectations lead to more mature and lasting habits, and foster independence.
In elementary years, the focus of evaluation is geared towards maintaining proper posture habits, developing left and right hand techniques, plus tone production, bowing styles, rhythm patterns, new notes, new finger patterns, tempo changes, dynamics, and preparedness for class. All of these areas continue to be part of the evaluation process in middle school, with an even greater focus on independent work. It must be stressed that students are assessed on their individual progress, never compared to others in the class.
Students are encouraged to set goals for constantly improving the quality of their skills. Our emphasis on this philosophy will help the middle school stringer meet their goals and ours, and have success in these formative years.