Violin playing promotes a connection between mind and body that allows the performer to internalize, or embody, tactile features of the instrument, such as the distance between strings, the feeling of the fingertips on the fingerboard, the interval size between notes, and many other aspects. This thesis designs a pedagogy that employs the violin’s physical attributes to provide the beginning through advanced player with a deeper understanding of music theory. The thesis suggests pairing of physical learning and musical theory at each stage of a violinist’s musical education. Chapter 1 surveys embodied cognition and cognitive artifacts. Chapter 2 applies these concepts to violin learning. The last three chapters design curricula to incorporate music theory teaching and embodiment into private lessons for beginning, intermediate, and advanced violin students.
","abstract_html":"<p>Violin playing promotes a connection between mind and body that allows the performer to internalize, or embody, tactile features of the instrument, such as the distance between strings, the feeling of the fingertips on the fingerboard, the interval size between notes, and many other aspects. This thesis designs a pedagogy that employs the violin’s physical attributes to provide the beginning through advanced player with a deeper understanding of music theory. The thesis suggests pairing of physical learning and musical theory at each stage of a violinist’s musical education. Chapter 1 surveys embodied cognition and cognitive artifacts. Chapter 2 applies these concepts to violin learning. The last three chapters design curricula to incorporate music theory teaching and embodiment into private lessons for beginning, intermediate, and advanced violin students.</p>","abstract_has_math":false,"creators":["McIntyre, Morganne J."],"institution":null,"degree_name":"M.A.","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kristin S. Taavola","Mitchell S. Ohriner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:19Z","subjects":["Embodiment","Music theory","Pedagogy","Violin","Music","Music Education","Music Pedagogy"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/2063","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kristin S. Taavola","Mitchell S. Ohriner"]},{"key":"dc:creator","label":"Author","values":["McIntyre, Morganne J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-19T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Embodiment","Music theory","Pedagogy","Violin","Music","Music Education","Music Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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"],"dc:subject":["Embodiment","Music theory","Pedagogy","Violin","Music","Music Education","Music Pedagogy"],"dc:title":["Music Theory Pedagogy for the Violin: Cognitive Philosophy and Three Model Curricula"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T02:02:19Z"}