Implications of the pedagogy of Paul Rolland on the curriculum guide of string/orchestra programs

Paul Rolland was an authoritative researcher and writer in the field of string education. His works are often cited in dissertations, treatises, music conference sessions, workshops, journal articles, and various string publications, along with acclaimed pedagogues as Galamian, Auer, Applebaum, Isaac, and Suzuki (Fanelli, 2001, p. 22). Rolland’s impact on string pedagogy can be traced to his ability to systematically identify violin performance into various physiological concepts (Eisele, 1980, p. 4). His studies into the biomechanics of string playing lead him to develop a unique form of string instructional devices, which are coined as Action Studies (Eisele, 1980, p.4). The purpose of this project is to compose a curriculum guide, with an emphasis on implementing Paul Rolland’s Action Studies, that is usable within a public-school setting for beginning level string/orchestra classes. It is intended to provide a logical and well-organized scope and sequence for beginning-level string instruction. The scope of this guide applies the Rolland Method to universally taught string educational principles and progressively structures unit learning tasks and performance skill goals. Additionally, this document is designed to align with Rolland’s philosophical concept that states “…most elements of string playing can be introduced, in embryonic form of course, during the first year of instruction, and refined thereafter” (Rolland, 1985, iv). Therefore, concepts are built upon correlated macro and micro-level sequences. This manner of instruction aims to provide a healthy approach to string playing for students and equip teachers with short and long-terms goals that will provide students with a rich and fulfilling musical journey. The Rolland Method methodically targets and alleviates tension, and promotes natural playing motions. As a result of applying this method in a string classroom, a string instructor can observe a noticeable improvement in tone production, intonation, foundational skill sets, and a quickened development of intermediate-level techniques, such as shifting and vibrato.