Violin Written Exam

Please list the five basic performance skills for Aural Skills for first- and second-year string classes listed in the Hamann and Gillespie text (5 points):

1) Imitate raising and lowering a pitch by ear
2) Imitate simple four note pitch patterns by ear
3) imitate simple rhythms involving whole, dotted half, half, quarter, and eighth notes
4) imitate simple major and minor scales by ear
5) basic instrument tu

What is the four-step process for teaching children how to hold their instruments

1) Tell students to stand shoulder width apart and turn their left foot to 10 o'clock position, with their weight slightly more on their left foot
2) Tell students to hold the violin parallel to the floor at their eye level, with their left hand on the hi

Please list the three basic performance skills for Music Reading for first- and second-year string classes listed in the Hamann and Gillespie text

1) Name notes in major keys: D,G,C,F
2) Name notes in the d natural minor scale
3) accurately sight read musical examples in the major keys of D, G, C, and F as well as d natural minor, incorporating rhythmic note and rest values involving whole, dotted h

Please list three rote teaching strategies for teaching instrument position. Include the title of the strategy and an explanation of how the strategy works

1) Statue of Liberty was created by Paul Orlland and is organized in to 3 steps. First, hold the violin in the air above the left shoulder with the left hand placed on the left upper bout. Then bring the instrument down to the shoulder and finally place t

Please list three rote teaching strategies for teaching left-hand shape. Include the title of the strategy and an explanation of how the strategy works

1) Square First Finger starts by encouraging students to shape the index finger so that it forms a square with the fingerboard. It helps allow all fingers to be curved and gently poised over the fingerboard.
2) Strums begin by having students strum across

Please list the five basic performance skills for Instrument Position and Left-Hand for first- and second-year string classes listed in the Hamann and Gillespie text

1) Acceptable Body posture
2) Acceptable instrument position
3) Acceptable left-hand shape
4) Play violin and Viola finger patterns, cello extensions, and bass shifting required for D, G, C, and F major scales
5) Play violin and viola finger patterns, cel

Please list three rote teaching strategies for teaching left-hand beginning finger placement. Include the title of the strategy and an explanation of how the strategy works

1) Descending Melodies. Emphasize melodies that begin with higher pitches and then descend down to lower pitches to work on shaping the left hand as well as establishing intonation within a hand frame.
2) Simple Double Stopping begins by having students f

Please describe three of the general guidelines for teaching left-hand shape for your instrument

1) Examine carefully the position of the students thumb. Also notice that the tips of the fingers are on the string and that the thumb is generally across from the index finger, resting on its side with the tip pointing up.
2) Notice that the base-hand kn

Should right and left hand hand skills be taught separately?

Yes, they should be different techniques. Also, there is no need to delay teaching the bow, but use different things like pencils and such to help ease students into playing with the bow

General Guidelines for Bow Hand Shape

-The index finger rests on top of the bow stick near the second knuckle joint
-the second finger is curved across from the thumb, is draped over the side of the bow, and touches the stick near the second knuckle joint
-the third finger drapes over the sid

Bowing Skills Performance Goals

-Acceptable bow hand shape
-Basic Detache stroke: bow parallel to bridge and acceptable tone production
-Basic string crossings
-Two-, Three-, and four-note slurs
-Basic Staccato stroke
-Acceptable two-note hooked bowing
-Accurate bowing of basic rhythmic

3 Teaching Strategies for Body Posture

-Grow an Inch: Have students stand with their feet shoulder-width apart. Ask them to pull up an imaginary string attached to the top of their heads, so that their body is lengthen and free. This position allows the arms and hands to move freely for playin