Abstract
The purpose of this study was to acquire baseline data regarding string instructors’ perceptions on the use of memorization in string instructional environments. The researchers surveyed string instructors (N = 126) from two midwestern states about memorization conceptualization, curricular importance, perceived benefits, personal level of ease and enjoyment, and application in string-based learning environments. Results indicated that the majority of string teachers perceive memorization as cognitive recall without the presence of visual stimuli. Although correct, this definition overlooks many other modes of cognitive encoding and retrieval associated with memorization. String teachers also reported supporting the use of aural and visual memorization strategies, but only used them rarely to teach fundamental technique, solo material, or specialty music. Additionally, string teachers may not recognize a standardized method of teaching memorization. Implications for music education are discussed.
