This book was written in an effort to increase awareness among violinists of the role and importance of violin schools in present-day performance and pedagogy. Over time, the meaning and relevance of the term “school” (as it applies to violin playing and teaching) has become increasingly ambiguous. The purpose of this work is three-fold: 1) to determine the extent to which schools continue to affect prominent violin teachers/performers in the United States today, 2) to give an account of available literature addressing the various schools of violin playing, and 3) to provide a useful reference to many of the more prominent teacher-student relationships, the relationships of those teachers to the schools where they were active, and some of the most significant treatises on violin playing (see Chapter Four: Tables). It is apparent from the interviews that current perspectives and opinions pertaining to the influence of schools vary quite widely, even among renowned artists and teachers. However, one may develop a discriminating sense of the importance of various schools in the history of violin playing and teaching by studying the interviews and the sources relevant to this topic.

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