A440 with a Bonus (Finale) Pinfield.pptx [Read-Only] · q Bow pressure can affect pitch Simon Fischer “Parlor Trick”:30 q Audiation games: Play a scale, green light red light,

q It’s vital to tune all four strings accurately

q Finger-tapes must be placed accurately

♪ You’ll have five notes that are automatically in tune.

♪ Intonation is learned. Students can’t play in tuneif they don’t hear and learn good intonation.

♪ First, tune the instrument extremely well.♪ Put the tape where you think it will be, then bow it

to test. Check each tape with open strings, in ascale, with different intervals on adjacent strings.

& Precision is key:

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Infuse intonation strategies into instruction early on:

q Solfège

q Scales – accompany with thirds, or I, IV, V chords

q Practice slowly

q Drones – Tonic and Dominant

q Tonalization exercises found in Suzuki books (short definition)

q Finger patterns

q Pitch matching games (Try Dango Brothers without setting up an account)q Use open string from one section to help another section play the fingered

note in tune. (e.g., bass/cello: G, or cello/bass: A)q Be picky – closer to being in tune is not in tune, in tune is in tune.

q Sympathetic vibrations – fun to see a string’s “phantom vibration”

q Bow pressure can affect pitch Simon Fischer “Parlor Trick” :30q Audiation games: Play a scale, green light red light, hear the next note in

your head. Or try this challenging game: Ear Training Exercise 2:37

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More Resourcesq Harmonics: After the orchestra has tuned the A string, play

the harmonic on the A string which sounds one octave higher than open E. Stop playing it, and ask students if they can still hear that note while playing open A. (Play harmonic on the D string one octave above open A when tuning D, etc.)

q Sympathetic Vibrations

q Ring tones (short explanation)

q Todd Ehle “Playing in Tune Part 1” 5:11

q Todd Ehle “Playing in Tune Part 2” 4:39

q Todd Ehle Sympathetic Vibrations 4:33

q Violin Intonation, a Simple Approach 9:57

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q Drone D & A q Equal Temperament

q Amplified but not too loud

q Or, a student plays A on the piano repeatedly

q Take and tune each student’s instrument with a bow.

q Students work on music reading “Bell-Ringers”

q Students are hearing Tonic and Dominant, the pitch anchors of Diatonic music.

q Or, students are hearing A 440 with the instrument coming into tune.

q Students are occupied with a meaningful and relevant warm-up.

q Instrument condition check.

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Tuning Beginning Strings

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dlewis53aText BoxSee video at https://youtu.be/6jzq6-XUkgo or from the link on myfoa.org

q At the piano

q Students line up and play each string with their bow as you play the piano key and tune them with the fine tuner or peg:

q Always in tuning order:

q A, D, G, C or E

q Only three students in line, other students may play pizzicato if the warm-up calls for it. No bow, no talking.

q Basses? If they come to the piano, have them face away from you so you can get to the tuning gears as they bow.

q Students hear each string under their ear as it matches pitch.

q Students are receiving a 30-second private lesson for technique.

q Students are occupied with a meaningful and relevant warm-up.

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Tuning Intermediate Strings

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dlewis53aText BoxSee the video at https://youtu.be/gvlSmGf39d0or from the link on myfoa.org

q Students become familiar with various tuners♪ Tonal Energy

♪ KORG

q Tune with the fine tuners while bowing with a good tone♪ Violin and Viola: Put left fingertips on fine tuners under the bow – a

good shoulder rest is necessary

♪ Cello: angle cello to the left and lean in, crossing the left hand to the fine tuners over the bow

♪ Bass: Put left fingers on tuning gears

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q Students learn to cue an ensemble*

q Student leadership development*

q Student leader receives coaching on how to cue, and technique tips

q All students are tuning their own instruments

* Each student leads tuning for several days.

Tune Student Leader Class Individual Help Tuning

A 1. Plays A solo: qq q q2. Holds A

1. Listens to A2. Joins in and tunes A, long bows

A

D 1. Cues class to play A: qq q q2. Plays D solo: qq q q3. Holds D

1. Plays on leader’s cue: A qq q q2. Listens to leader play D3. Joins in and tunes D, long bows

D

G 1. Cues class to play A and D: each qq q q

2. Plays G solo: qq q q3. Holds G

1. Plays A and D: each qq q q

2. Listens to leader play G3. Joins in and tunes G, long bows

G

C 1. Cues class to play A, D, and G: each qq q q

2. Second tuner plays C: qq q q3. Holds C

1. Plays A, D, and G: each qq q q

2. Listens to second tuner play C

3. Viola and Cello sections join in and tune C, long bows

C

E 1. Cues class to play A: qq q q2. Plays E solo: qq q q3. Holds E

1. Plays on leader’s cue: A qq q q2. 2. Listens to leader play E3. Violin and Bass sections join in and tune E.

E

Final Check Cues class to play four of each: A, D, G, C, E

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q The student leader and second tuner must be in tune. q A second leader needs to have C or E tuned, and plays that

string from his or her orchestra seat. q The leader should check to make sure all other students are

ready to tune before cuing.q The leader holds each tuning note until all other students

have finished tuning that string.q The bass E can be tuned separately from the violin E.q Help for students who have questions may be given by the

teacher, and eventually the student leader. q Eventually individual help may be delayed until all five

strings have been tuned. q If the leader is a viola or cello player, the second tuner will

be a violinist or bass player, and the second tuner plays E. q Students tune with fine tuners while playing with a good

arco tone.

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Follow the same procedure as Step3, but when tuning D, G, C, and E,the leader plays the adjacent stringright after the class begins tuning:Class tunes D, tuner plays AClass tunes G, tuner plays DClass tunes C, tuner plays GClass tunes E, tuner plays A

Add the P5:

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Laura [email protected]@earthlink.net

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