JAVS Summer 2026

Featured Article

Inspiring Curiosity, Self-discovery and Connection in the Collegiate Viola Studio Setting by Molly Wilkens-Reed

• How to utilize helpful resources • How to practice effectively • How to better understand their own playing and practice habits • How to connect personal interests to their music making • How to use music to connect with their community • How to find joy through viola playing With these goals in mind, my returning students know that each semester includes several special projects integrated into the coursework and syllabus. These graded projects are designed to complement, rather than replace, lesson work and can be completed outside of weekly lessons. In my experience, students enjoy these projects and look forward to discovering what each semester will bring. The remainder of this article shares examples, rationale, and practical instructions for projects that my students have particularly enjoyed and that have provided meaningful opportunities for learning. I have implemented each of these projects multiple times since 2020 and continue to develop new ideas based on my students’ evolving needs. Special Projects: Practicing and Playing The Pop Song Warm-Up Project grew out of my own practice during the COVID-19 pandemic. Looking for new ways to stay engaged with my instrument, I began incorporating popular songs into my warm-up routine. I enjoyed the experience so much that I adapted the idea into a studio project. Here are the instructions I share with my students: To complete this project, choose a pop song to play along with as part of your warm-up routine. I recommend selecting a song that you genuinely enjoy. Begin by experimenting with different ways of interacting with

Introduction and Overview In 2020, I began teaching applied viola at Virginia Polytechnic and State University. I had the unique opportunity to serve as the institution’s first applied viola faculty member and to build a viola studio from the ground up. As I embarked on this adventure, I considered how I wanted the studio to function. What would be my priorities? How would I build community? What would make studying in the viola studio a unique, valuable, and meaningful experience for students? Along with traditional lesson and studio class goals, I settled on three primary hopes: to inspire my students to be curious about the learning process and about life, to create opportunities for self-discovery, and to build connections within the studio that could ultimately extend beyond campus and into the local community. Rooted in these hopes, I developed a series of special projects, in addition to regular practice and lesson activities, to support my students’ musical growth. In this article, I share several of these projects, which are informed by my student population, personal teaching philosophy, and inspiration from string colleagues around the world. While there are many playing, performance, and technical goals that we all have for our students, those topics fall outside the scope of this commentary. A brief overview of my studio may provide useful context. Virginia Tech is a Tier 1 research institution with a small music department situated within a large university in rural southwest Virginia. The viola studio includes music performance majors (many of whom are double majors), music education majors, music minors, and students who take applied lessons without pursuing a music degree. Although my students represent a wide range of experience levels and musical aspirations, I have found that the following learning goals benefit all of them:

Journal of the American Viola Society / Vol. 42, Summer 2026 Online Issue

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