Degree

Doctor of Musical Arts (DMA)

Department

School of Music

Document Type

Dissertation

Abstract

This dissertation proposes the Erin Kim System, a pedagogical framework designed to support sequential technical development and musical expression in beginning, intermediate, and advanced levels of violin performance. This system examines how structured technical progression, guided repertoire sequencing, and a nurturing learning environment with the teacher and parents can foster skill acquisition and long-term musical engagement among violin students. Musical enjoyment and inspiration serve as primary motivators for learning, particularly when students are encouraged to work toward performing aspirational repertoire such as the Sibelius Violin Concerto. By organizing repertoire and supplemental exercises in a clear step-by-step process, this system enables students to track incremental progress towards their long-term musical goals.

The Erin Kim System integrates pedagogical principles from several established string pedagogy methods while adapting them to address the evolving needs of contemporary students. Drawing from Dr. Shinichi Suzuki’s philosophy, this system emphasizes parental involvement, listening-based learning, and sequenced technical development. The curriculum incorporates the Suzuki Violin Method (Books 1-6) as a foundational pathway for beginning and intermediate level students before transitioning to a more individualized repertoire selection at advanced levels. This approach reflects pedagogical ideas associated with the Samuel Applebaum Method, in which instruction is tailored to students’ physical attributes, interests, and artistic goals. The Erin Kim System additionally integrates body awareness and movement exercises inspired by the Rolland Method to address solutions to physical tension. While acknowledging the stylistic diversity advocated in Mark O’Connor’s pedagogical approach, the Erin Kim System prioritizes classical repertoire during early training stages to establish strong fundamental technique before exploring broader musical genres.

In Chapter 1, this dissertation lays out the current landscape for violin and string pedagogy. Chapter 2 reviews commentary on the pedagogical systems of Suzuki, Applebaum, Rolland, O’Connor, and Galamian. Chapter 3 lays out the Erin Kim System and its sequential structure for beginning, intermediate, and advanced levels while providing supplemental repertoire. Chapter 4 analyzes the Suzuki, Applebaum, Rolland, and O’Connor methods, discussing the strengths and limitations of each. The Erin Kim System incorporates many of these philosophies while drawing from experience to contribute to the evolving field of string pedagogy.

Date

4-10-2026

Committee Chair

Lilleslåtten, Espen

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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