Relevant bibliographies by topics / Technology in violin teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technology in violin teaching'

Author: Grafiati
Published: 20 February 2023
Last updated: 21 February 2023

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Journal articles on the topic "Technology in violin teaching"

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Dolski, Tomasz. "Technika w procesie dydaktycznym jako narzędzie do rozwijania zainteresowań muzyką poważną dzieci i młodzieży. Implikacje dla edukacji muzycznej." Kwartalnik Pedagogiczny, no. 65/4 (July 19, 2021): 37–49. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.3.

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The article presents the difficulties and challenges in music education. The author tries to show the causes and answer the question if this branch of science is needed. For this purpose, the results of research in the field of musical education, cognitive neuroscience, psychology, as well as theoretical concepts, which are confronted with the original educational project “Symphony for Violin and DJ”, are analysed in order to show practical possibilities and solutions. The main problem of the article concerns the relevance of teaching methods to the digital world in which students live. It is presented from various perspectives and its implications are indicated.
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Lei, Sum Yi, Dickson K. W. Chiu, Mavis Man-wai Lung, and Cheuk Ting Chan. "Exploring the aids of social media for musical instrument education." International Journal of Music Education 39, no. 2 (January 5, 2021): 187–201. http://dx.doi.org/10.1177/0255761420986217.

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With the rapid development of information communication technology, social media has become a necessary part of people’s daily life. Recently, many music teachers have applied social media to augment their classes and enhance their teaching. This article explores the use of social media for musical instrument education, with a focus on the violin and piano. A qualitative semi-structured interview was conducted with eight music teachers from music centers and studios. Our participants revealed that social media creates a virtual environment to extend (but not to replace) face-to-face instruction, which facilities knowledge sharing, arouses students’ interest, and supports communication. For pedagogy, social media helps students improve musical instrument playing techniques (e.g., posture, fingering, and rhythm) and musical styles. Drawbacks of applying social media are mainly the quality of content, difficulties in differentiating subtle differences (e.g., intonation), and inadequate talent of some students. Therefore, teachers need to pay attention to these issues and use social media to develop a better educating environment for individual learners.
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Su, Di. "Fundamental Concepts in Violin Studio Teaching." American String Teacher 66, no. 2 (May 2016): 34–37. http://dx.doi.org/10.1177/000313131606600207.

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Sarch, Kenneth L. "Violin Playing and Teaching in the '90s." American String Teacher 46, no. 4 (November 1996): 52–54. http://dx.doi.org/10.1177/000313139604600412.

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Hazlewood, Donald G., Sandy Stouffer, and Max Warshauer. "Suzuki Meets Pólya: Teaching Mathematics To Young Pupils." Arithmetic Teacher 37, no. 3 (November 1989): 8–10. http://dx.doi.org/10.5951/at.37.3.0008.

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The Suzuki method (Suzuki 1969, 1981, 1984) of teaching young pupils to play the violin has been widely used with remarkable results. Suzuki credits his approach to a simple observation, namely that all Japanese children learn to speak their native language and, thus, must have high ability for learning. Suzuki reasoned that this ability, if properly developed. would enable children to learn to play the violin. Since his basic premise was that all children are capable of high achievement, the problem for any child who could not learn music must be in the way music was taught.
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Herzog, William. "Teaching High-Quality Violin and Viola Vibrato, Virtually." American String Teacher 71, no. 1 (January 28, 2021): 53–55. http://dx.doi.org/10.1177/0003131320975870.

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Shipps, Stephen B. "The Influence of Lucien Capet on Teaching Violin." American String Teacher 43, no. 1 (February 1993): 65–68. http://dx.doi.org/10.1177/000313139304300123.

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Fauzi, Ade, and Uyuni Widiastuti. "INOVASI INSTRUMEN BIOLA BERFRET DI MTS NURHASANAH KABUPATEN BATUBARA." Grenek Music Journal 9, no. 1 (January 30, 2021): 1. http://dx.doi.org/10.24114/grenek.v9i1.23292.

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The purpose of this study 1) To determine the learning process of the violin using the innovation of the fret violin instrument at MTs Nurhasanah Batubara Regency, 2) To determine the process of making the violin instrument innovation. The theories used are innovation theory, learning theory, violin theory, and fret (tone barrier). Data collection techniques through observation, interviews, and documentation. The results of this study indicate 1) The learning process of the violin includes an explanation of the parts of the violin and their functions followed by reading music notation with tabulated numbers and teaching material from the Suzuki method manual. 2) The production of the stringed violin instrument consists of several stages, including: (1) the manufacturing process, (2) the manufacturing steps, (3) the materials used, and (4) the advantages and disadvantages of the stringed violin instrument. The manufacturing process is quite simple, just adding a fret that is planted on the fingerboard and then measured by a cromatic tuner measuring instrument.
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Pressley, Margaret, and Rebecca Henry. "A Personal Journey toward Teaching Success." American String Teacher 44, no. 2 (May 1994): 69–72. http://dx.doi.org/10.1177/000313139404400227.

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Margaret Pressley is well known in the Pacific Northwest as a teacher of gifted pre-college violinists and as an enabler of conservatory-level music education in Seattle. Attending the University of Washington, with a major in violin performance, she chose a career in violin pedagogy, which has spanned 30 years. Pressley has built a highly successful class of continuously prize-winning students, who are eagerly sought by conservatories. She is the founder and director of the Pressley Conservatory of Music in Seattle. Pressley is a lecturer at Western Washington University and is also on the faculty of the Indiana University Summer String Academy, a member of the advisory board of the Seattle Young Artist Music Festival and the National Music Teachers Association Competition String Repertoire Committee, and string chair for the Washington State Music Teachers Association. She was named ASTA's 1994 Washington State Studio Teacher of the Year.
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Hildebrandt, Horst, Oliver Margulies, Barbara Köhler, Marta Nemcova, Matthias Nübling, William Verheul, and Wulf Hildebrandt. "Muscle Activation and Subjectively Perceived Effort in Typical Violin Positions." Medical Problems of Performing Artists 36, no. 3 (September 1, 2021): 207–17. http://dx.doi.org/10.21091/mppa.2021.3023.

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Violinists display a high incidence of task-specific musculoskeletal problems. Sources pertaining to violin playing and teaching traditions as well as musicians’ medicine research offer only imprecise and contradictory recommendations regarding suitable instrument positions. The aim of this study was to add to a growing scientific base for teaching and medical counseling regarding violin positioning. The study evaluated muscle activation (EMG) and subjectively perceived effort (Borg scale) in four standardized typical violin positions, as well as the violinists’ normally used one. The hypothesis, the smaller the angle between the instrument’s longitudinal axis (LoAx) and the player’s central sagittal plane (CSP) and the angle between its lateral axis (LatAx) and the player’s horizontal plane (HP), the more muscle activation and perceived effort in the violinist’s left arm, was confirmed: Decreasing the LoAx-CSP angle from 50° to 20° and the LatAx-HP angle from 50° to 20° resulted in a highly significant and independent increase of EMG and Borg scale self-ratings mean values. Results may allow for a first step in decision-making on violin positioning for ergonomic adaptations in teaching as well as prevention and therapy of playing-related health problems at all levels of proficiency.
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Dissertations / Theses on the topic "Technology in violin teaching"

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Gu, Li. "Violin Performance Teaching and Learning: the development of technology and its role in violin pedagogy." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18731.

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Music is a creative art involving the expression of feeling and spontaneity. This artistry demands the mastery of musical instruments, of which the violin is one. Traditional violin methodology has been the accepted way to develop the art of violin playing, but technology and the internet have provided different approaches to teaching methods. This thesis addresses the degree to which these different approaches may or may not enhance violin teaching and learning. In the first instance this thesis looks at the function of the online learning platform YouTube, and then at the teaching methodology of Suzuki using audio and of Zhang using online video. In order to assess the possibilities of these new learning approaches, it was necessary to research teaching methods used by traditional masters of violin pedagogy. A study into their philosophy, which was formulated from their personal teaching experience, revealed a unanimous belief in the crucial need for mental practice in the co-ordination of mind and body. Further evidence about this crucial link between mental preparation and performance can be found in research into training for sport, from amateur to professional levels. The overall results of the thesis reveal that technology, as used by Suzuki and Zhang’s online method, cannot meet all the expectations of traditional methodology. In particular, technological teaching is unable to respond to the individual needs of students, nor is it able to guide students in the development of mental practice and independent learning. On the positive side, YouTube provides a platform for students to observe masterclasses and the performances of renowned musicians and orchestras.
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Collins, Cheri D. "Connecting science and the musical arts in teaching tone quality integrating Helmholtz Motion and master violin teachers' pedagogies /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4544.

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Thesis (D.A.)--George Mason University, 2009.
Vita: p. 157. Thesis director: James Gardner. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 145-156). Also issued in print.
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Low, Sheau-Fang. "Applied violin instruction : factors and strategies contributing to effective teaching of three master teachers in Sydney." Master's thesis, Sydney Conservatorium of Music, 2000. http://hdl.handle.net/2123/8146.

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Trandafilovski, Mihailo. "Introducing elements of contemporary music in the process of violin teaching." Thesis, Royal College of Music, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576931.

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Curtis, Michelle. "Analysis and comparative review of Principles of violin playing and teaching by Ivan Galamian /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/11243.

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Koornhof, Piet. "The basic teaching strategy of master violin teacher Dorothy Delay / H.P Koornhof." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/2628.

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Bard-Schwarz, Anna Ewa. "A Philosophy and an Approach to Teaching Non-professional-track Violin Students." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500007/.

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The aim of this dissertation is to lay the groundwork for an integrated approach to violin instruction for children who are not being groomed explicitly for professional careers as instrumentalists. The study presents a particular focus on the age of middle school children, in order to showcase a more specialized and definitive result of research without, however, distinguishing between advantages and limitations of different age groups of children who study music and learn to play the violin. My first goal is to craft a sample method of teaching with a premise that not all students studying music must or need to become professional musicians in their future. I promote an approach based on the premise that music has universal value available to all and that any kind of music education encourages the growth, personality development, and imagination of children. My second goal is to explore how music education functions in 21st century western culture. Research is based on teachings and methods established by Suzuki, Kodaly, Jaques-Dalcroze, and Orff, among others.
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Solovieva, Oksana. "Teaching Violin to Higher Level Students: The Analogy and Benefits of Vocal Approach." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461526.

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El present treball podria classificar-se dins de l'àmbit de la psicopedagogia i la interpretació, on l'enfocament interdisciplinari pretén millorar les deficiències comunes en l'execució del violí. La recerca de la relació entre els enfocaments artístic i tècnic en les especialitats com la veu i del violí, conduirà a la seva aplicació pràctica i innovadora a l'aula de violí. El treball de camp es concreta en: la cerca de tots aquells recursos en la tècnica i la interpretació del cant a través d'entrevistes a cantants; en l'assistència en classes de cant; en l'escolta atenta de cantants; en la lectura de literatura específica; i finalment, en l'aplicació de tot això en el treball amb els alumnes de violí, registrant els resultats. L'objectiu principal d'aquesta tesi és investigar i compartir aquest estudi i recerca amb altres músics i persones interessades en el tema, així com despertar una altra consciència per a tots aquells instrumentistes de corda que desitgin incorporar aquest treball en la seva vocació de músic i el professor. És a dir, obrir una nova línia de treball que faciliti i engrandeixi al violinista com a tal, que pugui fer desaparèixer aquestes barreres o impediments que tècnicament de vegades no aconseguim superar, si no des d'una altra visió totalment diferent i innovadora.
El presente trabajo podría clasificarse dentro del ámbito de la psicopedagogía y la interpretación, donde el enfoque interdisciplinario pretende mejorar las deficiencias comunes en la ejecución del violín. La investigación de la relación entre los enfoques artístico y técnico en las especialidades como la voz y del violín, conducirá a su aplicación práctica e innovadora en el aula de violín. El trabajo de campo se concreta en: la búsqueda de todos aquellos recursos en la técnica y la interpretación del canto a través de entrevistas a cantantes; en la asistencia en clases de canto; en la escucha atenta de cantantes; en la lectura de literatura específica; y finalmente, en la aplicación de todo ello en el trabajo con los alumnos de violín, registrando los resultados. El objetivo principal de esta tesis es investigar y compartir este estudio y investigación con otros músicos y personas interesadas en el tema, así como despertar otra conciencia para todos aquellos instrumentistas de cuerda que deseen incorporar este trabajo en su vocación de músico y el profesor. Es decir, abrir una nueva línea de trabajo que facilite y engrandezca al violinista como tal, que pueda hacer desaparecer esas barreras o impedimentos que técnicamente a veces no logramos superar, si no desde otra visión totalmente diferente e innovadora.
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Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music." Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.

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My project is first and foremost about developing a pedagogical method for teaching Middle Eastern folk and classical music on the violin. As a secondary goal, I want to know if my own playing could benefit from applying such a method and become more skilled in expressing myself artistically on my instrument.  In order to achieve this, first, I have transcribed and notated music from different music styles of the Middle East, including Kurdish, Persian, Arabic and Turkish music and described the specific traits of these different styles. Then, I have created a method of how to represent different stylistically important elements in the music, e.g. the most popular ornaments used in this music, as well as finding new ways of representing them by new symbols. Finally, I have devised exercises for learning and perfecting these style elements, such as ornaments.           There is no well-established method for teaching the Middle Eastern styles of violin playing (Eilenberg, 1993). This fact makes it challenging for students to learn and pass on the tradition. Unlike Western Classical music, Middle Eastern music involves using different modal systems, including scales with quarter tones. The modes and corresponding scales are called Maqam and there are a great many of them. (Todorov, 2018)A violinist playing this style of music, usually uses intricate ornamentations in playing on these scales when making an extemporization or improvisation on the maqam, called Taksim. Not having a method for this complicated music style, makes a new learner to rely solely on learning by ear and learn through imitation, which is today often performed by listening to recorded sources. In my personal experience, it took many years of careful listening and imitating to learn how to play Middle Eastern music on the violin.          As an accomplished violinist and teacher, now I want to establish and develop my method so students can take advantage of it and learn this music more thoroughly, faster and become more accomplished in expressing themselves within the style. My hope is that this method will help preserve the Middle Eastern style of violin playing and make it easier to pass on to the next generations. Furthermore, the method will also help an interested foreigner to understand and potentially learn Middle Eastern music on the violin. Thus, my research interest is to investigate in what way I can describe, notate the pertinent stylistic elements of the music for to develop a ‘Method for oriental violin playing’, including notations, exercises, and teaching process, that can make a musician understand the Middle Eastern music styles and learn to play them. The ultimate aim is to pass the tradition easier and faster, giving aspiring violinists possibility to develop their violin playing within this field. Hopefully, from notating and transcribing these styles the tradition can be preserved. A specific question is also to investigate the usefulness of the method for groups of violins.   Secondary research interest is to investigate how this work might influence the development of my own playing, in terms of technique and expressing.    Summary of research questions:    -              How can I describe and notate the Middle Eastern violin styles with details? -              What are the most important stylistic elements and techniques?  -              How can I teach this music? -              How can I pass on the tradition faster and easier with the help of a method in a way that develops the field of Middle Eastern violin styles? -              Can I develop my own playing and artistic skills by applying exercises for stylistic features?

Samai Hijaz                                       Göksel Baktagir (Turkish) Bogazici                                            Baki Kemanci (Turkish)

Alan Kamil – Violin 

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Raqq and Cajon 

 

Swedish folk music meets Kurdish folk music!    (Kurdish and Swedish)

Alan Kamil – Violin 

Tommy Lundberg – Violin 

 

Pirozbe                                          Nasir Razazi’s Song (Kurdish)

              Violins:

Alan Kamil

Tommy Lundberg 

Anna Ekborg

Sandra Arvman

Nichelle Johansson

 

Saman Taha – Piano 

Mårten Hillbom – Cajon

 

Swan Lake                                        Mojtaba Mirzadeh (Persian) Soran Badinan                                  Dilshad Said (Kurdish)

Alan Kamil – Violin 

Saman Taha – Piano 

 

Nassam Aleyna el Hawa                 Rahbani Brothers – Fairouz (Arabic)

Alan Kamil – Violin 

Feras Sharstan – Kanun

Saman Taha – Piano

Mårten Hillbom – Darbuka 

 

Eshveh                                              Bijan Mortazavi (Persian)

Alan Kamil – Violin 

Saman Taha – Piano 

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Campbell, Velma-Jean. "The implications of Ned Herrmann’s whole-brain model for violin teaching : a case study." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1889.

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Thesis (MMus (Music))--University of Stellenbosch, 2008.
This study is concerned with determining whether the application of Ned Herrmann’s “whole-brain” model would impact violin teaching in any way. Our educational system places great importance on what has become known as the left-brain modes, that is, reading, writing and arithmetic, to the neglect of the socalled right brain’s cognitive abilities, such as, music, art, intuition and dance. Wellintentioned, yet ill-informed teachers teach learners in ways that make learning difficult or impossible, as they are unaware of how to determine and use the preferred learning style of each learner. When a learner’s learning style is not matched with the method of instruction, the learner’s discomfort level may be so great that it not only interferes with the learning process but it could also ultimately prevent learning from taking place. The researcher, therefore, set out to determine whether the use of whole-brain development would lead to any significant changes in the learning process. For a period of two school terms, case studies using action research were conducted on five of the learners that received instruction from the researcher. The research participants were so chosen as to make the experimental group as homogenous as possible. Data was collected qualitatively by means of diaries and was presented descriptively. Every week the learners received a printed copy of the homework exercises. They recorded their feedback weekly, in their diaries. The researcher, as the teacher of the learners, made weekly observations during lessons. During this research the process of triangulation was used. This process added validity to the study as information about specific aspects was gained from three different perspectives, namely, that of the learners, the teacher and the learners’ accompanists. The accompanists gave their feedback before the start of the research and again at the end. After applying Herrmann’s model for two terms, the following became apparent: • The learners practised more, were more motivated and there was a general improvement in their attitude. • The learners felt that having received a printed copy of the exercises, a whole brain exercise in itself, had helped them to know what and how to practise. • There was a significant change in the playing of the majority of learners (three of the five). • The learners, where significant changes were not apparent in their playing, indicated that their understanding of their practising methods and playing had increased. • The learners felt that they had benefited from the experiment as they all indicated that they would like future lessons to be conducted in the same manner. In view of the positive outcome of the research, and given that this was a pilot study, the researcher suggests that similar studies using larger numbers of learners and involving a longer period of time, be conducted. The inclusion of a control group would also render the findings more conclusive. The researcher also suggests that violin teachers become knowledgeable about learning styles and whole-brain learning if they wish to reach all learners and enable them to achieve their potential.
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Books on the topic "Technology in violin teaching"

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Galamian, Ivan. Principles of violin playing & teaching. 3rd ed. Ann Arbor, Mich: Shar Products Co., 1999.

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Principles of violin playing & teaching. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Pernecky, John Martin. Teaching the fundamentals of violin playing. Edited by Fink Lorraine. [United States]: Summy-Birchard Music, 1998.

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1953-, Banks Frank, and Open University, eds. Teaching technology. London: Routledge in association with the Open University, 1994.

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Norton, Priscilla. Teaching with technology. Fort Worth: Harcourt Brace College Publishers, 1998.

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Lara, Lomicka, and Cooke-Plagwitz Jessamine 1965-, eds. Teaching with technology. Boston, MA: Thomson/Heinle, 2004.

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Hanrahan, Michael, and Deborah L. Madsen, eds. Teaching, Technology, Textuality. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230523302.

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de Vries, Marc J. Teaching about Technology. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32945-1.

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Cobern, William W., Ken Tobin, Henry Brown-Acquay, Mariona Espinet, Gurol Irzik, Olugbemiro Jegede, Reuven Lazarowitz, et al., eds. Teaching about Technology. Berlin/Heidelberg: Springer-Verlag, 2005. http://dx.doi.org/10.1007/1-4020-3410-5.

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Andrew, Delohery, ed. Using technology in teaching. New Haven: Yale University Press, 2004.

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Book chapters on the topic "Technology in violin teaching"

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Colwell, Richard J., Michael P. Hewitt, and Mark Fonder. "The Violin." In The Teaching of Instrumental Music, 406–14. Fifth edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315619033-28.

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MacLeod, Rebecca B. "Violin and Viola Fingerings." In Teaching Strings in Today’s Classroom, 101–13. New York ; London : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351254144-11.

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Spendlove, David. "Teaching Technology." In Technology Education for Teachers, 35–54. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_3.

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Torstendahl, Rolf. "Teaching Technology." In Engineers in Western Europe: Ascent—and Decline?, 65–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57438-3_4.

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Grayev, Allison. "Leveraging Technology." In Image-Based Teaching, 147–60. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11890-6_10.

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Singer, Alan J. "Technology Debate." In Teaching Climate History, 99–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003200864-17.

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Morel, Gwendolyn M., and J. Michael Spector. "Teaching with Technology." In Foundations of Educational Technology, 141–52. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-15.

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Gregory, Rebecca, Jessica Norledge, Peter Stockwell, and Paweł Szudarski. "Technology, techniques, teaching." In Digital Teaching for Linguistics, 104–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199496-8.

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Misra, Pradeep Kumar. "Technology and Teaching." In Learning and Teaching for Teachers, 181–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3077-4_11.

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Benjamin, Sheldon, and Maria Margariti. "Technology for Psychiatric Educators." In Teaching Psychiatry, 191–211. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch16.

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Conference papers on the topic "Technology in violin teaching"

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"Chinese Reform and Practice of Violin Playing Teaching in Music Colleges." In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.025.

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van der Linden, Janet, Erwin Schoonderwaldt, and Jon Bird. "Towards a real-time system for teaching novices correct violin bowing technique." In 2009 IEEE International Workshop on Haptic Audio visual Environments and Games (HAVE 2009). IEEE, 2009. http://dx.doi.org/10.1109/have.2009.5356123.

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Zhang, Rui, and Hui Hui Ji. "Analysis on the Violin Performance in Symphony." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.150.

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Amani, Mario Ricardo. "Violin Sounds and Experimental Setting for Teaching Advanced Calculus in a Developing Country." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629635.

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Zhang, Rui, and Hui Hui Ji. "Study and Analysis of Various Violin Playing Schools." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.368.

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Xu, Weijia, Jianming Huang, and Weizheng Ren. "An implementation of the humanoid violin robot with AHRS." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit131031.

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Volpe, Gualtiero, Ksenia Kolykhalova, Erica Volta, Simone Ghisio, George Waddell, Paolo Alborno, Stefano Piana, Corrado Canepa, and Rafael Ramirez-Melendez. "A multimodal corpus for technology-enhanced learning of violin playing." In CHItaly '17: 12th Biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3125571.3125588.

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Zhou, Yuanyuan. "Analysis on Teaching Path of Art Practice in Colleges and Universities-Taking Violin as an Example." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.142.

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Gidion, Gunnar, and Reimund Gerhard. "Characterization of bridge motions on the violin using polymer sensor technology." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799463.

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Røsnes, Irine. "Tracing Ecosystemic Virtuosity in Performance of Simon Emmerson’s Stringscape (2010) for Violin and Electronics." In Rethinking the History of Technology-based Music. University of Huddersfield, 2022. http://dx.doi.org/10.5920/tracingecosystemic.

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Reports on the topic "Technology in violin teaching"

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Watchravesringkan, Kittichai, Nancy Nelson Hodges, Seoha Min, Sukyung Seo, and Youngji Lee. Teaching Virtual Technology through Industry Collaboration: An Assessment of Pedagogical Process and Outcomes. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8833.

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Hennessy, Sara, Saalim Koomar, and Adam Kreimeia,. Teachers’ experiences of teaching with technology in Tanzania: Recommendations for policy and practice. EdTech Hub, May 2022. http://dx.doi.org/10.53832/edtechhub.0125.

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Koutsojannis, C., J. Prentzas, and I. Hatzilygeroudis. A Web-Based Intelligent Tutoring System Teaching Nursing Students Fundamental Aspects of Biomedical Technology. Fort Belvoir, VA: Defense Technical Information Center, October 2001. http://dx.doi.org/10.21236/ada412356.

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Collins, Joel W., Throne III, and May H. Annotated Bibliography of Training Technologies and Methods for Teaching the Use of Advanced Technology. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada308831.

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Barkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov, and Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4407.

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Rapid development of modern technology and its increasing complexity make high demands to the quality of training of its users. Among others, an important class is vehicles, both civil and military. In the teaching of associated subjects, the accepted hierarchy of teaching aids includes common visual aids (posters, videos, scale models etc.) on the first stage, followed by simulators ranging in complexity, and finished at real vehicles. It allows achieving some balance between cost and efficiency by partial replacement of more expensive and elaborated aids with the less expensive ones. However, the analysis of teaching experience in the Military Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute” (Institute) reveals that the balance is still suboptimal, and the present teaching aids are still not enough to allow efficient teaching. This fact raises the problem of extending the range of available teaching aids for vehicle-related subjects, which is the aim of the work. Benefiting from the modern information and visualization technologies, we present a new teaching aid that constitutes a spherical (360° or 3D) photographic panorama and a Virtual Reality (VR) device. The nature of the aid, its potential applications, limitations and benefits in comparison to the common aids are discussed. The proposed aid is shown to be cost-effective and is proved to increase efficiency of training, according to the results of a teaching experiment that was carried out in the Institute. For the implementation, a tight collaboration between the Institute and an IT company “Innovative Distance Learning Systems Limited” was established. A series of panoramas, which are already available, and its planned expansions are presented. The authors conclude that the proposed aid may significantly improve the cost-efficiency balance of teaching a range of technology subjects.
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Abdellatif, Nasser, and Andrew Akinmoladun. Upgrading the Teaching Laboratory of the Physics and Technology Department of the Bronx Community College. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada388760.

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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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McNeil, Linda. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle. Fort Belvoir, VA: Defense Technical Information Center, August 2015. http://dx.doi.org/10.21236/ada623464.

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Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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