JAVS Summer 2025

In the Studio

Finding Your Voice: Arts Integration as a Catalyst for Confidence and Community in Viola Teaching by Christina Ebersohl-Van Scyoc

As members of the American Viola Society, we share a commitment not only to artistic excellence but also to shaping the future of music education. In an era where creativity and adaptability are more essential than ever, interdisciplinary teaching offers a powerful pathway for violists to engage students in deeper, more transformative ways. Arts integration—bringing music into dialogue with movement, visual art, storytelling, and more—is not simply an enrichment tool; it is a catalyst for meaningful connection, personal growth, and long-lasting impact. For those of us working in community settings—whether in schools, youth programs, private studios, or outreach ensembles—integrating music with other art forms can transform the learning environment. It fosters trust, confidence, leadership, and authentic self-expression, allowing students to see themselves not just as musicians, but as creative thinkers and cultural contributors—skills that will serve them well in any life pursuit. As violists, we are uniquely positioned to lead these efforts, drawing on our instrument’s expressive range and collaborative spirit to inspire the next generation. Embracing this approach is not just a pedagogical choice—it is a call to expand what it means to teach, to connect, and to make music matter. This article explores how blending viola instruction with visual art, spoken word, movement, and other creative disciplines can enhance teaching practice, deepen ensemble cohesion, and help students discover their unique artistic voices. Why Arts Integration Matters Arts integration isn’t just about layering one art form on top of another. At its core, it’s about process, connection, and making meaning across boundaries. It invites students

to explore concepts through multiple lenses, blending disciplines in ways that reveal new ideas and deepen understanding. When students engage in learning through multiple senses—kinesthetic, visual, aural, verbal—they form richer, more personal connections with the material. This well-rounded approach not only supports different learning styles, but also encourages students to trust their instincts and value their own ways of knowing. For example, a student struggling to connect with a piece of music through traditional technique drills might unlock its emotional landscape through a creative writing exercise or visual artwork. When we offer different ways into the material, we open the door for students to experience music not as a set of skills to master, but as a language they already speak—just waiting to be translated. In community-based viola instruction, where students come from a wide range of backgrounds and musical experiences, arts integration is also a matter of access and equity. It provides multiple entry points into music making, allowing students to contribute meaningfully regardless of their technical skill level or familiarity with classical music. Not everyone walks into the room with years of Suzuki under their belt—but everyone has a voice, a story, and a way of seeing the world. For violists, this means moving beyond scales and etudes to embrace a wider creative landscape. Imagine students choreographing a short movement piece to express the dynamics of a passage, or painting an abstract interpretation of a Bartók duet. What happens in the process is more than just enrichment—it’s transformation. Students begin to internalize musical phrasing as physical gesture, dynamics as emotion, form

Journal of the American Viola Society / Vol. 41, Summer 2025 Online Issue

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