{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/1637"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/1637","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Coordinated action in string playing: a comparative study of the teachings of Paul Rolland and Karen Tuttle","abstract":"Coordinated Action in String Playing: A Comparative Study of the Teachings of Paul Rolland and Karen Tuttle by Lauren Burns Paul Rolland and Karen Tuttle were two prominent pedagogues in the twentieth century with remarkable similarities regarding emphasis on naturalness and freedom of motion for string playing. This study provides biographical information on each pedagogue and a comparison of their specific teachings in the following categories: teaching philosophy, posture, bowing and the left arm. Some relevant examples from Rolland's Action Studies are interspersed to provide the viola teacher with examples of this resource, useful for developing these fundamentals or correcting a student's faults in preparation for studies in Tuttle's \"coordination\" system. I then set forth a group of studies, modeled after Rolland's Action Studies, that the viola teacher may use for exploring Tuttle's \"coordination\" ideas and training musical expression in students. Tuttle's \"coordination\" system is useful for teaching artistry and expression, especially if the student has expressive potential as well as the ability to understand tension and release. The \"Coordination\" Studies that I have provided in this document make these ideas available and accessible to other teachers, with concrete exercises for developing each technique in a teaching situation. When combined with proper technical fundamentals that can be established by the use of Rolland's Action Studies, a viola teacher can use these two systems to train students as complete artists with sufficient technical and expressive skills.","abstract_html":"Coordinated Action in String Playing: A Comparative Study of the Teachings of Paul Rolland and Karen Tuttle by Lauren Burns Paul Rolland and Karen Tuttle were two prominent pedagogues in the twentieth century with remarkable similarities regarding emphasis on naturalness and freedom of motion for string playing. This study provides biographical information on each pedagogue and a comparison of their specific teachings in the following categories: teaching philosophy, posture, bowing and the left arm. Some relevant examples from Rolland's Action Studies are interspersed to provide the viola teacher with examples of this resource, useful for developing these fundamentals or correcting a student's faults in preparation for studies in Tuttle's "coordination" system. I then set forth a group of studies, modeled after Rolland's Action Studies, that the viola teacher may use for exploring Tuttle's "coordination" ideas and training musical expression in students. Tuttle's "coordination" system is useful for teaching artistry and expression, especially if the student has expressive potential as well as the ability to understand tension and release. The "Coordination" Studies that I have provided in this document make these ideas available and accessible to other teachers, with concrete exercises for developing each technique in a teaching situation. When combined with proper technical fundamentals that can be established by the use of Rolland's Action Studies, a viola teacher can use these two systems to train students as complete artists with sufficient technical and expressive skills.","abstract_has_math":false,"creators":["Burns, Erika Lauren"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Peles, Stephen","Biermann, Joanna Cobb","Fulks, Jubal","Grout, Holly","Noffsinger, Jonathan S."],"advisors":["Sweaney, Daniel"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-27T18:44:03Z","subjects":["Music","Pedagogy","Performing arts education"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001160","Burns_alatus_0004D_11373"],"render_values":[{"text":"u0015_0000001_0001160","href":null,"code":true},{"text":"Burns_alatus_0004D_11373","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/1637","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Peles, Stephen","Biermann, Joanna Cobb","Fulks, Jubal","Grout, Holly","Noffsinger, Jonathan S."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Sweaney, Daniel"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Burns, Erika Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T16:46:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T16:46:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Music","Pedagogy","Performing arts education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001160","Burns_alatus_0004D_11373"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/1637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Coordinated Action in String Playing: A Comparative Study of the Teachings of Paul Rolland and Karen Tuttle by Lauren Burns Paul Rolland and Karen Tuttle were two prominent pedagogues in the twentieth century with remarkable similarities regarding emphasis on naturalness and freedom of motion for string playing. This study provides biographical information on each pedagogue and a comparison of their specific teachings in the following categories: teaching philosophy, posture, bowing and the left arm. Some relevant examples from Rolland's Action Studies are interspersed to provide the viola teacher with examples of this resource, useful for developing these fundamentals or correcting a student's faults in preparation for studies in Tuttle's \"coordination\" system. I then set forth a group of studies, modeled after Rolland's Action Studies, that the viola teacher may use for exploring Tuttle's \"coordination\" ideas and training musical expression in students. Tuttle's \"coordination\" system is useful for teaching artistry and expression, especially if the student has expressive potential as well as the ability to understand tension and release. The \"Coordination\" Studies that I have provided in this document make these ideas available and accessible to other teachers, with concrete exercises for developing each technique in a teaching situation. When combined with proper technical fundamentals that can be established by the use of Rolland's Action Studies, a viola teacher can use these two systems to train students as complete artists with sufficient technical and expressive skills."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Coordinated action in string playing: a comparative study of the teachings of Paul Rolland and Karen Tuttle"]}]}],"canonical_facts":{"dc:contributor":["Peles, Stephen","Biermann, Joanna Cobb","Fulks, Jubal","Grout, Holly","Noffsinger, Jonathan S."],"dc:contributor.advisor":["Sweaney, Daniel"],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Burns, Erika Lauren"],"dc:date.accessioned":["2017-03-01T16:46:37Z"],"dc:date.available":["2017-03-01T16:46:37Z"],"dc:date.issued":["2013"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Coordinated Action in String Playing: A Comparative Study of the Teachings of Paul Rolland and Karen Tuttle by Lauren Burns Paul Rolland and Karen Tuttle were two prominent pedagogues in the twentieth century with remarkable similarities regarding emphasis on naturalness and freedom of motion for string playing. This study provides biographical information on each pedagogue and a comparison of their specific teachings in the following categories: teaching philosophy, posture, bowing and the left arm. Some relevant examples from Rolland's Action Studies are interspersed to provide the viola teacher with examples of this resource, useful for developing these fundamentals or correcting a student's faults in preparation for studies in Tuttle's \"coordination\" system. I then set forth a group of studies, modeled after Rolland's Action Studies, that the viola teacher may use for exploring Tuttle's \"coordination\" ideas and training musical expression in students. Tuttle's \"coordination\" system is useful for teaching artistry and expression, especially if the student has expressive potential as well as the ability to understand tension and release. The \"Coordination\" Studies that I have provided in this document make these ideas available and accessible to other teachers, with concrete exercises for developing each technique in a teaching situation. When combined with proper technical fundamentals that can be established by the use of Rolland's Action Studies, a viola teacher can use these two systems to train students as complete artists with sufficient technical and expressive skills."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0001160","Burns_alatus_0004D_11373"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/1637"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Music","Pedagogy","Performing arts education"],"dc:title":["Coordinated action in string playing: a comparative study of the teachings of Paul Rolland and Karen Tuttle"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:03Z"}