‘Jennifer’ has an amazing vibrato!
‘Jennifer’ has an amazing vibrato!
Spring forward! The Spring Studio Recital is tentatively scheduled for May 5th at 2:00 PM in the auditorium at the Chicago Waldorf School. This will be confirmed soon!
Working on art for the BTE ep. It’s gonna be awesome!!
A) Improve fourth finger confidence. By:
What I’m currently practicing. See last post.
B) Improve sight-reading and rhythm reading. By:
Playing through I Can Read Music book 2 with metronome, and both volumes of Schroder’s Foundation studies, also with the ‘nome.
Vibrato. (for hesitant fourth finger)
Bach. (for timidity staking out shift to fourth finger in fourth position (aka sixth position))
3 and 4 Octave Scales- Kaboff ‘Ghost Note’ method. (for timid fourth finger)
Amanda Bailey’s Finger Twister (for slow fourth finger)
Starker’s Organized Method (for clumsy fourth finger)
The Bach has really helped. The fourth finger learns from the ear, just as the ear responds to the fourth finger. And the ear *listens* to Bach differently than any ol’ drill or etude. I also read that visualizing the vibrato process correctly is vital. It is tempting to think of vibrato as ‘smudging’ the pitch, but this image gives the finger the wrong idea. The finger needs to think about isolating the exact center of the correct pitch, like a node, and anchoring it with absolute certainty to the fingerboard. Somehow this latter image leads to a much more confident vibrato with a much more centered and cellistic sound. Think slow mvt of Dvorak, first note, D. Kind of warm yet kind of piercing.
It’s time!
January 27th at 2pm. Soloists, and Bandits. I hear there’s some Michael Jackson on the program. And even some Carly Rae Jepson.
The first through fourth positions are presented to progressing cellists to aid in establishing a mental map of the fingerboard. The development of such a map is an excellent pedagogical goal; however, I have found the positions to be more hindrance than help, both in my own study of cello and in teaching. The problem lies in the nomenclature: there is an underlying irrationality to the numbering convention that mystifies instead of clarifies the fingerboard. Here I explore the cause of the problem, and present an improved alternative nomenclature drawn from my experience with the violin and the guitar.
The first through fourth positions on cello are problematic for two related reasons. The first is the issue of arbitrary-seeming duplicates. This is a stumbling block for many young cellists. Why is there only a single first position, but two second positions– low and high? The second reason is enharmonics. For beginning cellists, the position names on the A string seem to be derived from a diatonic scale — D Major. A reliance on a particular diatonic pattern to understand the numbering convention leads to confusion in keys with flats however, since for example in the key of Bb there is no first position on the A string— it just gets skipped over. Another example of this is the position on the A string where the first finger falls on D# / Eb. The conventional name ‘high third position’ makes sense in a key that ascends diatonically A, B, C#, D, E. However, in the key of Bb this position would more intuitively be called ‘low fourth position’, since the diatonic pitches ascend Bb, C, D, Eb, F.
In contrast to the cello, the violin positions feature a correspondence between finger number in first position and upper position name, and thus the nomenclature is more intuitive. Take again the A string as an example. In first position, because the second finger is responsible for either C or C#, it makes sense that there would therefore be two possible second positions: low and high.
Looking at the cello nomenclature through my guitarist-eyes, I am immediately mystified. Attempting any position nomenclature on guitar beyond a simple chromatic ordering of positions corresponding to frets one through twelve would be irrational.
Taking these observations from violin and guitar and applying them to the cello fingerboard suggests two requirements for a better alternative. First, there should be correspondence between the finger numbers in first position and the higher position names. Second, the basis must be universal chromaticism rather than a particular (and therefore arbitrary) diatonic scale.
The following system meets the above two requirements (A string):
1 on Bb: Half Position
1 on B: First Position
1 on C: Second Position
1 on C#: Third Position
1 on D: Fourth Position
1 on D#: Fifth Position
1 on E: Sixth Position (The intersection position)
Let me know if you have any thoughts or suggestions. I am planning to update all my beginning cello books!
Here’s a good write-up about daily practice for parents with young students. Thanks Billie!
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The success of all educational pursuits is in large part determined by consistency. This is especially true for string students. For them, the consistency required for adequate progress must be the result of a collaborative effort between parent and teacher. It is the teacher’s job to fill the lesson with activities that prepare students for success. It is the parent’s responsibility to develop and maintain an environment that allows daily reinforcement of what occurs during the lesson.
We know that there are days when it is not possible to fit in a practice session. However, there are three guidelines to keep in mind when scheduling your child’s week:
The best results come from cumulative, daily practice; what we do in the lesson can never make up for lack of practice.
The child who practices at the same time each day makes significantly greater progress than the child who does not. Because each child has a different schedule, the best practice time is one that suits him or her. With this in mind, you and your child should set aside a mutually agreed upon time to practice. This time should be used only for practice- no interruptions from phone, video games, tv or errands. Children practice best in private. Most successful students seem to practice right before school or immediately after dinner. Don’t allow anything short of illness or emergency to interfere with this schedule.
Practicing is not so much a matter of time spent, but a matter of mind spent. Your child should practice long enough to cover the entire weekly assignment, including warm-up scales/exercises, new music and review pieces. Practice should be short enough to stay within the student’s attention and interest span. Therefore it may be beneficial to schedule two shorter periods to practice each day, rather than one long period.
Other suggestions:
At the end of June, Soapbox Music partnered with Rock The Cello to host a first-ever week-long summer songwriting workshop for middle school students at the Chicago Waldorf School and Soapbox Music in Logan Square.
The workshop itself was envisioned as an experiment– an investigation into the possibilities at the intersection of teaching and creativity. Organizers asked themselves and camp participants a series of questions: What is a song? What are some approaches to creating a new one? How can this process be made collaborative? Everyone involved had a great time and learned a lot– whether about writing songs, micing string instruments, or the logistics of summer camps and large-group CTA rides.
Read more at http://www.soapboxchicago.com/blog/2012-summer-songwriters-wrap