Date
6-17-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Rebecka Rose
Keywords
non-string teacher, string orchestra, transitioning band teacher, preservice music teacher program, string pedagogy, string methods courses
Disciplines
Education | Music
Recommended Citation
Murray, Troy M., "Trading Podiums: Transitioning from Teaching Secondary Band to Teaching Secondary Orchestra in Eastern South Carolina" (2026). Doctoral Dissertations and Projects. 8622.
https://digitalcommons.liberty.edu/doctoral/8622
Abstract
This qualitative, explanatory case study examined the musical attributes band teachers need to successfully teach string orchestra students in eastern South Carolina. This information is critical due to the high number of orchestra teachers who are non-string instrumentalists in that region of the state. Of the 28 orchestra teachers in South Carolina’s Region 5 orchestra division, 14 of the teachers performed primarily as wind or percussion instrumentalists. This study sought to understand the challenges teachers face when transitioning from teaching secondary band to secondary string orchestra in eastern South Carolina. Despite the parallels in music reading and repertoire selection between band and string orchestra, the development of technical skills is different. Whereas band students must know how to appropriately form an embouchure, have breath support and understand pitch ranges when selecting repertoire, string ensemble students do not require any of those skills. Though each study participant had completed at least one semester of a strings method course as an undergraduate, all participants reported that the course did not adequately prepare them to teach string orchestra ensembles compared with wind and percussion ensembles. The data collected indicated that the primary challenges transitioning band teachers encounter are learning how to teach correct string instrument and bow posture, fingering and shifting patterns, string orchestra terms and definitions, and dedicating time to practice violin, viola, cello, and double bass. Additionally, the findings suggest that non-string educators should seek mentorship from native string orchestra teachers and successful transitioned band teachers, and that preservice music teacher programs should revise a portion of their current curricula to effectively develop music educators.
