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The Complete Musician
Violin Book Two

When the children have completed Book 1 of The Complete Musician, they can play pieces with rhythm patterns of quarter-notes, quarter-rests, eighth- and sixteenth-notes in duple meter, and melodic patterns within the pentachord of each string; they have experience with the whole fingerboard through shifting activities; and they can read notes from the staff on all strings in the basic high second finger pattern in first position, reading in the open string do keys of G, D, A, E.

If the teacher has been thorough in the technical grounding of students, emphasizing good sound, bowing style, bow distribution, proper left hand shape and intonation, etc., a solid foundation has been laid for further learning in Book 2.

Violin Book 2 includes:
  • Material with expanded melodic range,
  • do and la tonal centers,
  • Slurs and more complex bowings,
  • Continued rhythmic development,
  • Work in the low 2nd finger pattern, with 3rd finger as do; reading in the keys of C, G and D high octave,
  • Continued shifting study, progressing from shifting to harmonics to shifts to third position in a developmental learning sequence,
  • Recognition of perfect 5th , octave, and thirds,
  • Part work in the form of ostinato duet, canon, and composed duet.

    Each element is introduced one at a time in logical steps. Creative writing pages serve to reinforce the element and provide the structure the children need in order to do their own creative work. The tunes provide enough practice in each new concept that students can easily transfer that concept to literature and recital pieces which are readily available in various collections and individual pieces.

    The use of solfa notated songs

    Songs chosen for their importance to technique or rhythm, or tone set, or finger pattern are written in solfa notation, so they can be learned first from singing and not from reading. The children already have them in their head and ear before they take them to the instrument. This way the child can focus on playing the instrument without the encumbrances of reading the music. In other words, they can get to playing the music on the violin quickly, while their reading skills continue to improve by reading the songs written in staff notation. Another advantage of using solfa notation for the instrument, is that from it the children gain a complete understanding of the melodic structure of the music.

    The use of staff notated songs

    As in Violin Book 1, the students should attain music literacy through reading songs written on the staff. The practice steps in order are as follows:

  • Say the rhythm syllables
  • Sing in solfa
  • Sing pitch names
  • Pizzicato
  • Shadow bowing (if necessary)
  • Arco
  • Re-establish the beat and rhythm
  • Memorize those songs you wish to perform

    As students’ skills increase, so does their ability to combine steps. At times, the teacher will want to specify which steps need to be practiced. Singing the tunes in solfa before playing them on the violin continues the process of educating the ear. The ability to hear in one’s head what the music sounds like before taking it to the instrument is the goal. If this part of the learning process is neglected, the student will be able to play the piece, but an important part of his/her musicianship will not have developed.

    A word about tempos:
    No tempo indications are included in the book; but the teacher should work with students to arrive at a tempo which describes the nature of the song.

    8.5 by 11 inches, 74 pages, spiral bound

    Price per copy $14.95
    Add $1.50 per copy for shipping within the United States.
    Utah residents please add 6.85% sales tax.

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