String Strategy by Jane McCormick
Four factors that can contribute to the growth of your string section
In 21 years of teaching public school orchestra, I have had four very different teaching experiences. In three instances, I joined districts with large, established programs; in one, I was involved in building a new program. Regardless of the size of the program, growth was a concern in all cases. Each situation was unique and required tailoring strategies for growth.
Cluster concerts. I taught for eight years in the Fort Bend (Texas) Independent School District, which has a long tradition of fine band and choral programs. At the request of parents, two string teachers were added to the fine arts staff in 1989. These teachers covered five campuses, offering string classes to sixth- and seventh-grade students. The program grew quickly, and I was one of two additional staff members added in 1991. Numbers at all schools were fairly small, so our big payoff was the cluster concert.
The rehearsals were fascinating to watch. The morale of our individual groups soared as they discovered how many orchestra students there were in the district. Their faces lit up when they experienced the incredible sound of a hundred-piece string section. Students, parents and teachers went home from the concert with a feeling of accomplishment and excitement about the string program.
Cooperation. As string programs flourished in each of these teaching situations, the band and choral programs have continued to grow as well. It is disappointing at conventions to hear orchestra directors complaining about colleagues in other areas. Having had many teaching assignments, I have worked with wonderful, supportive colleagues at every location. Since space was shared with other elective teachers in almost every situation, cooperation and flexibility have been critical for establishing a successful teaching environment.
Patience. There are many problems common to every growing string program. Limited faculty means that some teachers travel to perhaps four schools daily. Instructors may have to make do with band halls, choir rooms, cafeterias, auditorium stages and regular classrooms. It is difficult to keep a positive attitude under these circumstances, but such problems are normal. Imagination, planning and flexibility are the tools of any successful teacher.
Focus on quality. Everyone wants to be a part of something they can be proud of. Quality is critical when building or maintaining a string program. This includes quality instruments, teaching materials, warm-up exercises and repertoire for performance. Equally important is the quality of the teacher's preparation for rehearsal. Just remember: quality produces quantity.
Many factors contribute to the growth of a string program, and there is no clear recipe for success. In my own experience, cluster concerts, cooperation between departments, patience and an emphasis on quality are four factors that have proven to be particularly helpful.
Jane McCormick currently teaches orchestra for the College Station Independent School District in Texas. She is a frequent clinician and guest conductor as well. She may be reached at jmccormick@csisd.org.
