Chapter 7: Teaching The Violin Flashcards
List five of the early steps involved in learning to play the violin.
Selecting the correct size violin
Opening the case, attaching the shoulder pad, removing the bow from the case
Tightening the bow
Holding the bow
Holding the violin
Proper posture
The beginning or open string stage
Describe one methods used to determine the correct size violin for a child.
One way to determine if a violin is the correct size is to:
Have the student hold the instrument in the playing position
Have the student extend their arms so that the fingers touch the scroll.
If the fingers easily encircled to scroll with the elbows slightly bad, the violin is the correct size.
Describe an accepted playing position for the holding the violin.
The violin is placed on the left shoulder about 45° to the left of the straightforward position.
The endpin button touches the neck.
The shoulder remaining in a normal position and should not be raised to meet the shoulder pad.
The fingerboard should be about parallel to the floor.
Describe an accepted playing position for the violin as it relates to the left arm and left hand position.
The left hand should be raised to the next of the instrument.
The neck is held between the thumb and the base of the first finger.
The pad of the thumb is held lightly against the side of the neck with the end of the thumb extending slightly above the fingerboard.
The arms should be swung to the right until it is well under the violin. It moves to the left when the fingers are on the E string and to the right when on the G string.
Left hand should be turn in so that the palm is closed and nearly parallel to the neck.
List three common faults in holding the violin.
The angle of the violin is too flat.
The violin is tilted at too much of an angle.
The violin is held to high or too low.
The left arm is held too far to the left.
The violin is held in the Crotch of the hand.
The wrist is bent inward so that the palm of the hand is in contact with the neck.
The wrist is bent outward and this strains the wrist and arm.
Give a brief description of the bow grip.
The point of the thumb is based on the underneath side of the stick with the right part of the thumb touching the grip and the left side touching the lower inside image of the frog. The first joint of the thumb is bent outward.
The first three fingers curved over the top of the bow with the knuckles slanted towards the tip.
A point Just above the second joint of the first finger rests on the grip. The second finger curves over the stick and touches the thumb.
The third finger curves over the stick and touches the frog.
The tip of the little finger rests on top of the bow just ahead of the screw.
The second and third fingers should touch each other.
What are some common faults in holding the bow?
The thumb is inserted too far through the bow.
The thumb is bent in instead of out.
The thumb is position too far from the frog.
The fingers are spread too far apart.
The little finger is flat and set of curved.
The entire hand is too far up the bow.
List several objectives of the beginning or open strings stage of learning to play the violin.
To hold the instrument and the bow correctly.
To draw the bow parallel to the bridge.
To draw the bow on the proper string.
To draw the bold for the specified duration.
To make satisfactory bow changes from up to down and down to up.
To identify the strings by their letter name.
To know the signs for down bow and up bow and follow these directions.
To identify parts of the violin and bow.
Associate a printed note with the corresponding open string.
What can be done for a child who is too small to draw the bow to the tip?
Get a shorter bow.
Don’t draw the bow beyond a given point. Mark these points on the bow with adhesive tape.
List several objectives of the intermediate stage of violin study.
To play in tune.
To learn to tune the instrument.
To play with a pleasant tone.
To play with a range of dynamics from pp to ff.
To use the bow skillfully in a variety of bowings including slurs, staccato, marcato and slow staccato.
To begin the study of third position.
To begin to develop vibrato.
Give several reasons for using third position.
Third position extends the upper range of each string by a third almost a fourth considering the extensions to the harmonics.
Third position extends the high range to D or E above the staff.
Described in exercises designed to help produce vibrato on the violin.
Put the first finger on the note B on the A string. First joint should be vertical.
With the finger keeping its point of contact with the string, move the hand back slightly towards the scroll, flattening the first joint of the first finger.
Return to the original position.
Repeat.
What is the single most important accomplishment typifying the advanced stage of violin playing?
No single accomplishment typifies the advanced student more clearly than the ability to play in the higher positions.
